The incidence of diagnostic tests in school practices in contexts of social exclusion in the autonomous community of Andalusia
Author(s):
Maximiliano Ritacco (presenting / submitting) Julián Luengo (presenting)
Conference:
ECER 2011
Network:
4. Inclusive Education
Format:
Poster

Session Information

04 SES 9.5 PE/PS, Poster Exhibition / Poster Session

Time:
2011-09-15
12:00-13:30
Room:
Seminarzentrum - Posters
Chair:

Contribution

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.

Method

The investigation was conducted in four schools located in areas marked ruralization and a high percentage of students at risk of educational exclusion. To do this, we used a qualitative methodology based mainly on the analysis of semistructured interviews for teachers and other relevant actors in the centers located in areas at risk of exclusion. Documents were also discussed education schools. NVivo 8 software helped us in the Proceedings of qualitative analysis. The crossing of the instruments made possible the emergence of different areas or categories comprehensive, where he could establish the impact of diagnostic assessments in educational practice.

Expected Outcomes

The areas that have been able to confirm the impact of diagnostic evaluations were: • The level of structure and organization of the school and classroom (spaces, times, groups and student rotations, etc.). • The level of the teaching and learning (methodology, contents, curriculum, assessments, etc.). In each of these areas we have focused our work, relying on the empirical basis of extracts from the opinions of informants

References

Bolívar, A. (2005). ¿Dónde situar los esfuerzos de mejora?: política educativa, escuela y aula. Revista Educación Social. 26 (92), 859-888. Bolívar, A. y Pereyra, M. A. (2006). Introducción a la edición española. Las competencias clave para el bienestar personal, social y económico. Málaga: Aljibe. Bolívar, A. y López, L. (2009). Las grandes cifras del fracaso y la exclusión educativa. Revista del currículum y formación del profesorado. 13 (3), 52- 80. Colas, P. y Buendía, l. (1992). Investigación educativa. Sevilla: Alfar Dubet, F. (2005). Exclusión Social, Exclusión Escolar. En Luengo, J. (Coord.) Paradigmas de gobernación y de exclusión social en educación, (pp. 93- 115). México: Ediciones Pomares. Escudero, (2009). Fracaso Escolar y Exclusión Educativa. Revista del currículum y formación del profesorado. 13 (3), 3-10. Hernández, M. (2007). Exclusión Social y Desigualdad. Murcia: Edit.Um. Luengo, J (2004). Paradigmas de gobernación y de exclusión en la educación. Barcelona- México: Pomares (Orig. 2001). Luzón, A; Porto, M., Ritacco, M. y Torres, M. (2009). Buenas prácticas en los programas extraordinarios de atención a la diversidad en centros de educación secundaria. Una mirada desde la experiencia. Revista del currículum y formación del profesorado. 13 (3), 216-238. San Andrés, R. (2004). Guía de Buenas Prácticas por el Empleo para Colectivos Vulnerables. Buenas Prácticas en la Inclusión Social. Madrid: Cruz Roja Española. Sen, A. (2000). Social exclusion: concept, application, and scrutiny. Philippines: Asian Development Bank. Tezanos, F. (2004). Tendencias en desigualdad y exclusión social. Tercer Foro sobre Tendencias Sociales. Madrid: Sistema. Vallés, M. (2009). Entrevistas Cualitativas. Cuadernos Metodológicos. Madrid: CIS.

Author Information

Maximiliano Ritacco (presenting / submitting)
University of Granada
Pedagogy
Peligros
Julián Luengo (presenting)
Universidad de Granada
Pedagogía
Granada

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