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EVOLUTION OF EDUCATIONAL ASSESSMENT

MOSCOW 15-16 OCTOBERROSOBRNADZOR

Spain: an approach to national assessment

Lis CercadilloNational Institute for Educational AssessmentMinistry of EducationSpainlis.cercadillo@mecd.es

● 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”

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Curriculum

Life skills

Measurement

What do we expect from the Educational System?

Curriculum

Life skills

Measurement

What it is observed through the test

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

External assessment

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

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

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

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

Assessment framework3rd grade

Assessment framework 6th grade

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Primary Education

Assessment Framework3rd grade-Primary Education

http://www.mecd.gob.es/inee/Evaluacion_tercero_Primaria.html

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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

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

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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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

Reading Literacy framework in PISA

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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

Assessment example Listening

“La bruja Caramala”

Assessment Framework3rd grade Primary Education

Assessment examplewriting

Assessment Framework3rd grade Primary Education

Assessment example writing

Assessment Framework3rd grade Primary Education

Assessment example Speaking

Assessment Framework3rd grade Primary Education

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

Coding guide(Listening)

Assessment Framework3rd grade Primary Education

Coding guide(Reading)

Assessment Framework3rd grade Primary Education

Coding guide(Writing)

Assessment Framework3rd grade Primary Education

Coding guide(Speaking)

Assessment Framework3rd grade Primary Education

Assessment Framework for 6th grade

http://www.mecd.gob.es/inee/Evaluacion_sexto_Primaria.html

6th grade - Primary Education

6th grade - Primary Education

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

Prueba de competencia en ciencia y tecnología

Prueba de competencia matemática

Reading, Mathematics and Coding guides for teachers

Assessment framework 6th grade

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

Questions?

Further information:@educaINEEOur blog:http://blog.educalab.es/inee/My email:lis.cercadillo@mecd.es

Thank you very muchCпасибо

Muchas gracias

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