Access Restriction

Source OECD iLibrary
Content type Text
Publisher OECD Publishing
Language English
Subject Domain (in DDC) Social sciences ♦ Education
Subject Keyword Education
Abstract Evaluation and assessment in Mexico operates at five key levels: (i) national system – namely through education indicators, national student assessments and international student surveys; (ii) state sub-systems – through education indicators and national student assessments; (iii) school – namely through student assessment-based accountability and oversight of school work by a supervision structure; (iv) teacher – in particular through promotion and incentive schemes; and (v) student – with instruments ranging from external national student assessments to on-going daily formative assessment in the classroom. The overall evaluation and assessment framework appears fragmented given that individual components have developed independently of each other over time. Particularly positive characteristics of the framework include the notable progress in granting prominence to evaluation and assessment; the range of recent initiatives to strengthen evaluation and assessment; the existence of common references at the national level; the implementation of a comprehensive reform of basic education with potential to generate lasting improvement in the education system; an emergent emphasis on equity and inclusion; the strong capacity at the national level; and the growing involvement of a diverse set of stakeholders in the evaluation and assessment framework. However, considerable challenges exist in building an effective evaluation and assessment framework. These include the incipient development of some key components; missing links between different elements of the framework; concerns about the governance of the evaluation and assessment framework; the limited emphasis on the improvement function of evaluation and assessment; a narrow conception of evaluation and assessment; the early stage of development of the alignment between the curricular reform and evaluation and assessment; and insufficient competencies for evaluation and assessment across the system.
Learning Resource Type Chapter
Publisher Date 2012-11-06
Organization OECD
Page Count 30
Starting Page 37
Ending Page 66

Source: OECD iLibrary