This work is the result of our participation in the research project "Dynamics of exogenous and endogenous privatization in and for the education" (National Plan I + D + I-20 853 EDU2010 Ref. Ref. 2720). In the same is investigated how the fast changing global economic, social, political, etc., together with the transformation of the productive market, have shaped a new framework of training requirements (technical) and skills (Instrumental) to the systems education. As part of this movement towards the pursuit of excellence and educational quality, enhance inspection mechanisms, prioritizing the pursuit of academic performance, and the standardization of the results and rigidity in the evaluation mechanisms.
In harmony, national and community level (Andalusia), the enactment of the LOE (2006) and LEA (2007) have proposed the implementation of diagnostic assessments in schools supported with public funds in primary education (fifth year ) and compulsory secondary education (third year of ESO) that open the door to using the results as elements of analysis and comparison between educational institutions. The internal and external nature of the tests referred to, but are facilitated by the education authority, for the teachers in the school application and correction.
Sustainability and implementation will be in the hands of a central establishment, the National Institute for Evaluation and Education System (INECSE), which collaborate with the Autonomous Communities, with the primary concern of educational objectives (level of development basic skills of students in a given level) and to provide supplementary information centers on the performance achieved.
In this sense, from the viewpoint of educational administration, the role of schools is essential to analyze and reflect on the results, and to make decisions to improve academic performance.
The focus of this project and the object of research will focus on clarifying the impact of these mechanisms to evaluate school practices in educational contexts where the risk is more pronounced as social exclusion. To this end, we have set goals have focused on:
- Identify and analyze the "practices" as indicators of change produced by the impact of the assessment tests.
- Analyze the various programs, projects and initiatives of the centers within the framework of the diversity attention and the influence of diagnostic tests in the "practices" that are developed.
- Provide information that will enable us a description, and deep and precise understanding of the impact of diagnostic tests are in the extraordinary measures of care for students at risk of exclusion in secondary education.
