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Educational Assessment in Latin America

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Brazilian Educational Policies
Category=JNA
Category=JNDH
Category=JNT
Classroom Composition
classroom composition effects
Educational Effectiveness Research
educational policy analysis
educational quality issues
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Estimated Teacher Effectiveness
Estimating School Effects
evaluation issues
ICCs
Instituto Nacional De Estudos
international assessment programmes
international assessment surveys
international surveys
Latin American education assessment research
Latin American educational system
Low Wealth Index
Measuring School Effectiveness
MLM Model
Multiple Choice Answer Options
national testing programmes
NBPTS Certification
Pontificia Universidad
Quantile Regression Model
quantitative research methods
School Composition Effects
School Identification Number
SIMCE Results
SIMCE Score
SIMCE Test
student achievement evaluation
Teacher Evaluation Results
Teacher Evaluation System
Teaching Practice Measures
VA Model
VAM Estimate
Wealth Index

Product details

  • ISBN 9780815367512
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 23 Jan 2018
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. The predominance of Chile reflects its early highly centralized education system, and the fact that it adopted national testing before other Latin American countries. It was also an early participant in international assessment programmes. Other countries have followed the trend of implementing national testing, and to a lesser extent participating in international surveys. The complementary development of technical expertise in quantitative research methods has enabled extensive analysis of the large data sets generated by these testing and assessment programmes.

Taken together, the evidence reported provides a means not only of reviewing educational quality issues in Latin America, but also of facilitating comparisons that allow the context specificity of equivalent research conducted in western developed countries to be considered.

The chapters in this book were originally published as a special issue of Assessment in Education: Principles, Policy and Practice.
About
Sue Swaffield is Senior Lecturer at the Faculty of Education, University of Cambridge, UK. She is also a Fellow of Wolfson College Cambridge, UK, and Adjunct Research Fellow at Griffith University, Australia. She teaches and researches in the fields of educational leadership, school improvement and assessment for learning. Her career-long involvement with assessment has included research and development projects large and small, a wide range of publications, leading a national assessment association, and numerous presentations, courses and workshops around the world. Sally M. Thomas is Professor of Education at the Graduate School of Education, University of Bristol, UK. For 25 years, she has published widely on the topics of educational quality, effectiveness and improvement using both qualitative and quantitative research methods. Her research interests are focused on professional and school learning communities, pupil learning, citizenship and education in developing countries including East Asia, Africa and South America.