education and assessment in france bruno trosseille depp - assessment, forecasting and performance...
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Education and Assessment in France
Bruno Trosseille
DEPP - Assessment, Forecasting and Performance DirectorateMinistry of Education, France
International conference : Evolution of educational assessment Moscow 15th october 2015
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IntroductionEducation and assessment in France:
o Different topics: students, schools, teachers, policies,...o Several actors: ministry, inspectorate, national council for evaluation,
researchers, teachers...
This presentation: Focus on student assessment
DEPP:
o Directorate for assessment, forecasting and performance of the French Ministry of Education.
o The DEPP is in charge of designing and managing the statistical information system. It designs and implements a programme of evaluations, surveys and studies with regards to all aspects of the education system.
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Testing in FranceHistory:
o Testing was born in France (Binet, 1905)...
o ... but has grown outside of France.
o Psychometrics and educational measurement are not very developed.
A paradox:
o French pupils are assessed nearly daily by their teachers.
o Marks are considered as very important in the education system.
o Exams such "baccalauréat" are real institutions.
o But the culture of standardized testing is rather weak.
o Despite a number of studies since the 1930's showing equity problems.
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Diagnostic and Monitoring
Historically (since the 1980's), two kinds of student assessments were distinguished:
o Diagnostic assessments: professional tools for teachers, which enable individual diagnosis of each student (assessing the strengths and the weaknesses of each).
o Monitoring assessments: to monitor and account for trends over time, to compare populations, structures and characteristic groups, to study links between developments in the skills acquired by students and effects due to evolutions in the teaching policy or context.
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Evolution Periods:
o From 1989 to 2007: yearly exhaustive diagnostic assessments in grade 3 and grade 6.
o From the 2000's: emphasis placed on sample-based monitoring assessment programmes (e.g. CEDRE).
o 2009 - 2011: a move towards of mixed-format with exhaustive assessments used as local monitoring assessments for schools.
Today, 3 levels with 3 different needs: national, "academies“ (districts), classrooms.
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ContextSome important aspects today concerning assessment of the education system:
o Standards: "Le socle commun de connaissances et de competences" (Common base for knowledge and skills) is a standard of minimal required knowledge and skills at the end of compulsory schooling.
o Monitoring: the budget law requires the Minister to account for the educational achievement with regards to spending-indicators of performance are defined.
o Media and political impact: growing importance of assessments in the public debate.
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Monitoring assessmentsRecent growing of monitoring large-scale assessments programmes:
o Sample-based.
o No individual student feedback.
o Global level of analysis.
o Targets: policy makers, teachers, parents, public debate.
For monitoring the education system, we believe that it is necessary to combine:
o A national view with assessments according to national objectives.
o A comparative view according to international assessments or bi- or multi- lateral comparisons.
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French education system
Exams: "brevet" (grade 9), "baccalaureat" (grade 12).
Assessment programs: mainly at grade 5 (end of primary school) and at grade 9 (end of lower secondary school).
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Overview
Assessment programmes:
o Time comparisons (cross-sectional, cycle CEDRE).
o Annual indicators (Common base, JDC).
o Longitudinal surveys ("Panels").
o Long-term trends (RRR, 10-20-30 years).
o Experiments.
o International comparisons (PISA, PIRLS, TIMSS, ESLC).
o Adults (IVQ, PIAAC).
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CEDRECycle of Sample-Based Subject-Specific Assessments
A 5 - 6 year cycle:
o 2003, 2009, 2015: spoken and written languageo 2004, 2010,2016: foreign languageso 2005: social attitudeso 2006, 2012: history, geography and civic educationo 2007, 2013: scienceso 2008, 2014: mathematics
Target populations: grade 5 and grade 9.
Sample sizes: between 4,000 and 15,000.
+ Computer-based modules.
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Annual IndicatorsCommon Base of Knowledge and Skills
Since 2011 (standards): percentage of pupils who master the standards in French, Mathematics and Science, and since 2007 "basic competencies" in French and Mathematics.Target populations: grade 2, grade 5 and grade 9.Sample sizes: between 8,000 and 160,000.
Illiteracy
JDC (Citizenship and Defense Day): reading tests to detect illiterate young people.Since 1999: paper-based.Since 2009: automated test administration.Target populations: 17-year old.Census of 17-year old French people (about 750,000).
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Longitudinal Surveys
Since the 1970's, Longitudinal Surveys have been conducted in France to study the students' cursus and development.
"Panel" grade 6Cognitive assessments and attitude/motivation questionnairesCohort: 2007 grade 6 studentsSample size: about 35,000
"Panel" grade 1Assessments in early education topicsCohort: 2011 grade 1 studentsSample size: about 15,000
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ExperimentsLongitudinal surveys to evaluate the efficacy of a pedagogical Programme (treatment group versus control group).
Integrated Teaching of Science and Technology
Developing competences in science investigationTarget population: lower secondary schoolsSample size: about 4,000
"Reading" Programme
Effect of developing phonological awareness on early acquisitionsTarget population: end of pre-primary school and begining ofprimary schoolSample size: about 4,000
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Long-term trends
Reading, wRiting, aRithmetic
20-30 year comparison (1987-2007-2017) in reading comprehension, calculation and spellingTarget populations : grade 5Sample sizes: 4,000Assessment of Reading Difficulties
10-year comparison (1997-2007) in reading difficulties
Target populations : grade 6Sample sizes: 10,000
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International comparisons (1)
PIRLS, Progress in International Reading Literacy Study
Since 2001, 5-year cycle IEA programme of reading literacy assessmentTarget populations: grade 4Sample sizes: about 4,500
PISA, Programme for International Student Assessment
Since 2000, 3-years cycle OECD programme of reading, maths and science literacyTarget population: 15-year old studentsSample sizes: about 4,500
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International comparisons (2)
TIMSS, Trends in International Mathematics and Science Study
Since 1995, 4-year cycle IEA programmeTarget populations: grades 4, 8 and TIMSS Advanced in final-yearFrance did participate in 1995 in grade 8 and TIMSS AdvancedParticipation in 2015
ESLC, European Survey of Language Competences
2011 EU programme of foreign language assessmentTarget populations: grade 9Sample sizes: about 4,000
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Adults
IVQ, Information for Everyday Life
Literacy and numeracy performance (2004 and 2011), with National Institute of Statistics (INSEE)Target population: 16-65 year-oldSample sizes: about 10,000
PIAAC, Programme for the International Assessment of Adult Competencies
OECD literacy and numeracy assessment programme (2012)Target population: 16-65 year-oldSample size: about 7,000
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Inequalities are risingFrom the end of the 1990's until now, convergence between national and international assessments:o More and more struggling students (from about 15% to 20% in ten
years)o A rise in social inequalities (end of lower secondary school)
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Work in progress
o Qualityo Students' motivation to take part in the testo Computerized adaptive testingo Statistical modellingo Contextual variableso Communication of results
THANK YOU!
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