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http://www.mecd.gob.es/inee
EVOLUTION OF EDUCATIONAL ASSESSMENT
MOSCOW 15-16 OCTOBERROSOBRNADZOR
Spain: an approach to national assessment
Lis CercadilloNational Institute for Educational AssessmentMinistry of [email protected]
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● The National Institute for Educational Assessment is the unit in charge of the evaluation of the educational system within the Ministry of Education, Culture and Sport
● Aims: Assessing the educational system in coordination with our
regional administrations Coordinating the Spanish participation in international
external surveys Working on national indicators and benchmarks in education
at national and international levels Editing the journal “Revista de Educación” whose objective is
to disseminate research and innovation in education Developing the “Boletín de Educación”
http://www.mecd.gob.es/inee/Program_visit.html
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Curriculum
Life skills
Measurement
What do we expect from the Educational System?
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Curriculum
Life skills
Measurement
What it is observed through the test
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External Assessment in Spain
National- Primary Education (6-12 years of age): 3rd and 6th grades- Bachillerato (16-18 years of age): 12th grade (PAU)
International- Primary Education: PIRLS and TIMSS : 4th grade- End of Secondary Education: PISA
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External assessment
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International surveys
International external assessment Competencies Students Cycle Last Study
OCDE
PISA
Programme for International Student Assessment
ReadingMathematics
ScienceGlobal
competence
15-year-olds 3 years2015Next2018
TALIS Teaching and Learning International Survey Teacher survey
Teachers and
principals5 years
2013Next2018
IEA
PIRLS
Progress in International Reading Literacy Study
Reading 4º grade 5 years2011Next
2016
TIMSS
Trends in International Mathematics and Science Study
MathematicsScience
4º grade 4 years2015Next 2015
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European Union: European Study of Language Competencies (SurveyLang)
Provide information to the European Union about: proficiency levels at the end of Secondary Compulsory
Education good practices to improve language learning Five European languages were assessed: Spanish, English,
French, German and Italian Develop European benchmarks about Language
Competencies to measure progress or trends on language learning throughout the Union
European Study of Language Competencies
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An example of results
0%
25%
50%
75%
100%
Comprensión oral Comprensión lectora Expresión escrita
0%
25%
50%
75%
100%
Comprensión oral Comprensión lectora Expresión escrita
First language L1 Second language L2
Countries ordered from high to low percentage of students at levels B1 and B2.
European Study of Language Competencies
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Open-constructed responses coding in ESLC
Comparison between the student´s production with a reference model or example.
This comparison has two aims: communication and language production.
The advantage of this method is that the subjectivity of the coder is neutralized because of the comparison model (strictness or leniency). The coder makes a comparison but does not give a mark.
Corrección de las tareas de nivel B1-B2 Corrección de las tareas de nivel A1-A2
Writing – open production
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Assessment framework3rd grade
Assessment framework 6th grade
http://www.mecd.gob.es/inee
Primary Education
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Assessment Framework3rd grade-Primary Education
http://www.mecd.gob.es/inee/Evaluacion_tercero_Primaria.html
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Imp
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Language Competence
At the age of 8, situations (context-stimulus) that are close and motivating for students are used.
Assessment Framework3rd grade Primary Education
Personal• With family, with friends, at school, …
Educational• Learning situations: books, maps, tables, diagrams, sketchs, charts, etc.
Social• Things that happen in our social context: advertisements, advices, news, etc.
Scientific and humanistic • Content and language relationship, eg. science, technology, arts,…
Listening Reading Speaking Writing
Comprehension Expression
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Assessment examples
Competence in language communicationCoding guide and resources for teachers
Mathematical Competence.Coding guide and resources for
teachers
http://www.mecd.gob.es/inee/Evaluacion_tercero_Primaria.html
Assessment Framework3rd grade Primary Education
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Pla
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Language Competence
The following types of texts are the base to measure the contents of the 3 skills (Reading, Writing, Listening)
• Continuous (organized into paragraphs, narrative and descriptive)• Non-continuous (lists, tables, graphs, diagrams, maps) • Mixed (brochures, posters and hypertexts)
Narrative (a story, poem, a piece of a play)Descriptive (about a person, a place, an object)Essay-type (definitions, explanations, summaries)Instructive (rules, instructions, recipes)
Assessment Framework3rd grade Primary Education
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Imp
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Language Competence
Cognitive comprehension processes
Access and retrieve. Recognize and remember (locating information expressed
with synonyms) Integrate and interpret. Give meaning and
coherence within the information given in the test(describing relationship between two characters)
Reflect and evaluate. Contrast information given with previous knowledge (taking into account the point of view of the author on a topic)
Assessment Framework3rd grade Primary Education
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Reading Literacy framework in PISA
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Imp
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Competence in language communicationCognitive expression processes
Coherence: Give a global meaning of the text and express the main ideas.
Cohesion: Accurate vocabulary use, synonyms and pronouns, semicolons, …
Adequacy: applies spelling and capitalization rules; adapts the text to communication
Presentation: (written expression). Legibly without studs and using margins
Fluency: (oral expression). Express yourself easily, proper use of rhythm and intonation
Assessment Framework3rd grade Primary Education
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Assessment example Listening
“La bruja Caramala”
Assessment Framework3rd grade Primary Education
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Assessment examplewriting
Assessment Framework3rd grade Primary Education
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Assessment example writing
Assessment Framework3rd grade Primary Education
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Assessment example Speaking
Assessment Framework3rd grade Primary Education
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Coding guide1. Criteria for scoring2. Coding table for each item that includes:
• Assessed competency • Text type • Cognitive process • Item difficulty • Type of answer• Full or partial credit
3. Table of contents in which all the items are contained. The table shows the percentages of the cognitive processes and the percentages of the contents.
Assessment Framework3rd grade Primary Education
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Coding guide(Listening)
Assessment Framework3rd grade Primary Education
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Coding guide(Reading)
Assessment Framework3rd grade Primary Education
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Coding guide(Writing)
Assessment Framework3rd grade Primary Education
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Coding guide(Speaking)
Assessment Framework3rd grade Primary Education
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Assessment Framework for 6th grade
http://www.mecd.gob.es/inee/Evaluacion_sexto_Primaria.html
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6th grade - Primary Education
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6th grade - Primary Education
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Prueba de comprensión oral y escrita Prueba de expresión oral y escrita
Prueba de comprensión oral (listening)Prueba de compresión escrita (reading)Prueba de expresión oral (speaking)Prueba de expresión escrita (writing)
http://educalab.es/cniie/competencias-basicas/lenguas-extranjeras/evaluaciones-externas
6th grade - Primary Education
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Prueba de competencia en ciencia y tecnología
Prueba de competencia matemática
Reading, Mathematics and Coding guides for teachers
Assessment framework 6th grade
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Selectividad or PAU
My name is Verónica Benítez, I live in Barcelona.Selectividad (or PAU, Test for Entering the University) is the college entrance exam in Spain. It gave me a chance me to move to Barcelona and study there.The procedure is like this: In the first set of exams (general stage), we wrote an essay on a philosophical or historical topic and answer different questions, analyzed an English text and worked with a Spanish text. In the second test, there were one subject to choose and I took Biology. Each of the four exams lasts half an hour. The second day I took two more exams in Chemistry and Ecology, that is the specific stage, because I want to make the most of my grades. Although it is not compulsory, the marks of these two subject exams are weighted in order to get a better average score; therefore, most of us are taking them.I like this approach – the total score at the exam and school grade point average are accounted for at admission. Thus all the work done during my school years was accounted for.
I wasn’t too nervous because I had prepared well. I advise everyone to prepare ahead.
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Selectividad or PAU
• Selectividad or PAU (Access to university) in Spain is an external examination at the end of the Upper Secondary Education or Bachillerato
• PAU allows students to enter into Tertiary Education
• In 2013, 33.3% of Spanish adult population held a University degree (25-34 years of age: 40%)
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Selectividad or PAU
• Two stages: general and specificGeneral stage: the student takes four or five
different exams, in the following subjects: Spanish, History of Spain / History of Philosophy, English (or other foreign language), modality option and second language (in the regions where there is a second official language, such as Galician, Catalan or Basque). Each exam lasts one hour and a half. This stage scores up to 10 points.
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Selectividad or PAU
Specific stage: the student takes two exams (in theory, 4 at maximum) in two different specific subjects, depending on the tier they have selected in their Bachillerato
• Grades obtained in this stage are weighted according to the studies the student wants to attend at the University
• Totally, a student can achieve a maximum of 14 score points
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Selectividad or PAU
• The final score includes 60% of the Bachillerato mean score + 40% of the PAU mean score.
• Registration costs: around 100 euros, according to the number of exams taken
• All info and regulations can be searched at:http://www.educaweb.com/contenidos/educativos/selectividad/normativa-acceso-universidad/
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Selectividad or PAURecent debates:• Pilot surveys for a test on Speaking (not only
Reading and Writing) • What is the use of a general test like PAU?
– More than 90% of students pass the test– Selection of students is made in previous years:
before Baccalauréat and at the end of Baccalauréat
– It is useful to select students in very concrete degrees, such as Engineering or Medicine
– Each University decides? Then the student would have to take too many different tests! 38
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Questions?
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Further information:@educaINEEOur blog:http://blog.educalab.es/inee/My email:[email protected]
Thank you very muchCпасибо
Muchas gracias
http://www.mecd.gob.es/inee