Main Content
Session Information
09 SES 03 C, A Spotlight on Latin America
Paper Session
Contribution
Assessment is an essential component in education process. Traditionally, classroom assessment has had a summative purpose. Summative assessment goal is to evaluate students’ learning at the end of an instructional unit or at the end of the semester to compare it against some standard to assess what has been learned and how well it was learned. It provides information that sums up the learning process. The most common outcome of summative assessment are the grades, which indicate students’ level of knowledge, and the most widely instrument used is the exam.
However, assessment may also serve as a formative function. Formative assessment goal is to continuously gather evidence about learning and teaching process (Heritage, 2007). This evidence is used (i) to give students feedback directly related to task, and to make changes in learning activities students are involved in and (ii) to adapt teaching to students’ needs, helping them to develop skills to learn better and to go forward in their learnings. Formative assessment also promotes active involvement of students in their partners and in their own assessment. Formative assessment contributes to students’ learning, influencing learning process and academic achievement (Weurlander, Söderberg, Scheja, Hult and Wernerson, 2012).
There are many researchers around the world who study student assessment. Their results and conclusions are intended to be extrapolated to the population. However, the belief that what is done in some places can have universal validity is a fallacy. Research results can only be valid if they are obtained or referred to the context where they will be applied. Unfortunately, the student assessment knowledge base is very limited in developing countries.
In Latin America, educational assessment is principally focused on external evaluation to certify the educational level of each country regarding some standards or some rankings (Ferrer, 2006). However, this kind of assessment does not seem to be the most suitable for these countries. This is a territory characterized, among others, by its educational disparity. Gaps between different social strata where educational systems are involved cause these inequalities. (Rivero, 2000). Nevertheless, education itself and the components of the educational process can perpetuate or even intensify these inequities, bringing about differences in students’ learning. (Blanco Bosco, 2009). Therefore, this kind of evaluation based on national measures and international comparisons end up legitimizing differences (Murillo y Roman, 2010).
Previous researches conducted in Latin America about how assessment influences students’ academic achievement, the most remarkable study is the one developed in 2015 by Martinez-Garrido in 8 Latin American countries (Bolivia, Chile, Colombia, Cuba, Ecuador, Panama, Perú and Venezuela) and Spain, with 5722 participants. Results showed that collecting students’ notebooks had an impact of 5 points in Language performance and 7.8 points in Mathematics performance. They also found that feedback provided to students meant an improvement of 2 points in Language performance.
The aim of this research is to:
- Determine the impact that assessment has on Primary students’ academic achievement in Reading and Mathematics performance
Method
Expected Outcomes
References
Blanco Bosco, E. (2009). La desigualdad de resultados educativos: aportes a la teoría desde la investigación sobre eficacia escolar. Revista Mexicana de Investigación Educativa, 14 (43), 1019-1049. Ferrer, G. (2006). Sistemas de Evaluación de Aprendizajes en América Latina Balance y Desafíos. PREAL Goldstein, H. (1987). Multilevel models in educational and social research. Londres: Charles Griffin & Co. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89 (2), 140-145. Martinez-Garrido, C. (2015). La investigación sobre enseñanza eficaz. Un estudio multinivel para Latinoamérica. Madrid: UAM Ediciones Murillo, F.J. y Martínez-Garrido, C. (2013). Impact of Homework on Academic Performance. A Study of Iberoamerican Students of Primary Education //Incidencia de las tareas para casa en el rendimiento académico. Un estudio con estudiantes iberoamericanos de Educación Primaria. Revista de Psicodidáctica/Journal of Pscychodidactics, 18(1), 157-171. Murillo, J y Roman, M. (2010). Retos en la evaluación de la calidad de la educación en América Latina. Revista Iberoamericana de Educación, 53, 97-120 Rivero, J. (2000). Reforma y desigualdad en América Latina. Revista Iberoamericana de Educación, 23 Weurlander, M., Söderberg, M., Scheja, M., Hult, H. y Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment and Evaluation in Higher Education, 37(6), 747-460.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.