A Formative Approach to National Assessments: The Case of Uruguay

Autor/in	Ravela, Pedro
Titel	A Formative Approach to National Assessments: The Case of Uruguay
Quelle	In: Prospects: Quarterly Review of Comparative Education, 35 (2005) 1, S.21-43 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-005-6816-x
Schlagwörter	Foreign Countries; Disadvantaged Schools; Student Evaluation; Formative Evaluation; Educational Objectives; Educational Assessment; National Programs; Developing Nations; Instructional Improvement; Elementary Education; Test Results; Academic Achievement; Educational Principles; Test Construction; Educational Testing; Social Environment; Test Interpretation; Socioeconomic Background; Inservice Teacher Education; Professional Development; Educational Change; Educational Policy; Achievement Gains; Educationally Disadvantaged; Program Evaluation; Teacher Attitudes; Educational Environment; Uruguay + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Educational objective; Bildungsziel; Erziehungsziel; Education; assessment; Bewertungssystem; nicht übertragen; Developing country; Developing countries; Entwicklungsland; Unterrichtsqualität; Elementarunterricht; Schulleistung; Bildungsprinzip; Testaufbau; Soziales Umfeld; Test analysis; Testauswertung; Sozioökonomische Lage; Lehrerfortbildung; Bildungsreform; Politics of education; Bildungspolitik; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purpose of this article is to present a case of national achievement assessment at the primary level within a formative approach. Many countries experience an increasing obligation to attach high stakes to national assessments, which results in greater pressure on teachers and schools. The author's view is that this kind of approach is misdirected if, at the same time, teachers do not have the opportunity to learn how to enhance their teaching. The information generated by national assessments should contribute to such an opportunity. This article presents a brief presentation of the Uruguayan education system. It provides a brief history of national assessment and its purposes. It explains the main features of the assessment system and addresses the key issue of disseminating the outcomes. This article describes how the author tries to transform quantitative results into research and in-service teacher training in order to improve teaching and learning in disadvantaged schools. Some evidence about the impact of this assessment approach is presented. (Contains 7 tables, 4 figures and 8 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10