Today I’ll be covering the topic of international educational assessment. The reason is that I’m completing a MOOC on this issue, and have considered this info can be of your interest, apart from being part of the assignment of the course :).
PISA is probably the best known educational assessment study. Its name is not honouring the famous place in Italy, but it is an acronym standing for Programme for International Student Assessment. Spain participates every three years in this comparative study. It is focused on measuring 15-year-old students’ competences in relation to reading comprehension, mathematics and Science. Next study will be carried out in 2015.
TIMSs stands for Trends in International Mathematics and Science Study. It measures learning progression in terms of Mathematics and Science. It is not only interested in learning outcomes, as it also gathers information about curriculum contents and implementations, methodologies used, resources and more.
PIRLS Progress in International Reading Literacy Study. It is intended to be used with children aged 9-years as this is a crucial stage in their reading development. Decoding is now fully automatised and students can enjoy reading. One interesting detail about the study is that it comprises both literary and informative tests.
From the myriad of tests left, I have chosen two I didn’t know which are focused on measuring students’ linguistic competence in a foreign language. The first one is the European Survey of Language Competences, which offers very useful information regarding the percentage of students reaching basic and independent user levels, according to the European Framework, in L2 and L3.
Finally, the ETLS is a computer-based survey on the teaching and learning of English as an additional language. It is not just focused on language competences but also in language use and attitudes, among other variables. It will be launched in 2017.
Once I’ve described the most relevant tests in my field, it is time to reflect on the use of these tools. Are they used for formative assessment? Do political stakeholders use correctly the information produced in the reports following these tests? Does the inclusion of these tests lead to a washback effect? If we are supporting a change in school practices, gearing towards more active and participative methodologies, shouldn’t we design assessment tools accordingly? Over to you…
My tweet for this module: Sabías que el estudio ESCL proporciona info sobre competencias en L2 y L3 en Europa? #preguntasPISA