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Presentación Tesis de Licenciatura Romina Berardi

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ROMINA BERARDI

on 7 March 2013

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Transcript of Presentación Tesis de Licenciatura Romina Berardi

"Implementation problems in Argentina’s Educational National Assessment System: The case of the State of Buenos Aires Romina Berardi

Mentor: Mercedes Di Virgilio

CO- Mentor: Gustavo Iaies




. ¿Problems of educational quality or failures in the application of the tests?
Varianza de los resultados por escuelas: indicador de las desigualdades de calidad Argentina reveals a "deterioration" inperformance levels compared to other countries UNESCO- (PERCE- SERCE) 1997- 2007: (Rivas, 2005) ONE
(National Assesment) 13 provinces. Less than 5% of pupils in public schools achieved high level in mathematics. Significant performance differences between years and assessed areas Fall of the major provinces, especially in Buenos Aires (2nd position to 12th 1995 - 2005) ONE (DiNiece): "Incremento significativo de respuestas en blanco" (Funcionarios de la
dirección de Planeamiento de la Provincia de Buenos Aires, 2012; Aplicadores
ONE 2007, 2010) PISA (OCDE): Creciente omisión en las evaluaciones de la calidad en Argentina
(Valverde, 2011) SERCE (UNESCO): Importantes dificultades en la aplicación de la prueba. Mayor cantidad
de “trasgresiones no fraudulentas” (Informe Argentina 2007 en: Iaies, 2011) PISA (OCDE) 2000, 2006 ONE 2007 - 2010: Low Scores
Maths --> del 45% al 30%,
Social Sciences --> 42% al 30%,
Natural Sciences -->56% al 34%.
Language --> 21% a un 26%.
(Ministry of National Education, 2011) ¿Other sources? Hypothesis Argentina’s low test scores do not indicate only problems of educational quality (teaching and learning), but also could be mean failures in the application of the tests If scores are being affecte by implementation problems Argentina: mayor descenso en comparación con los otros 36 países participantes Inquire about the "decision process" holding ONE implementation from the Ministry to schools (Macro-implementation) What features of ONE implementation explain (or not) the high levels of default in the results? Inquire about what implementation features of Argentina National Assessment could be affecting performance of tests results Specific objectives Objectives Examine the process of test implementation at local organizations (schools). General Objective “El análisis de la implementación es el estudio de las condiciones bajo las cuales las decisiones de autoridad conducen efectivamente (o no) a resultados deseados (Berman, 1993:290)”. Modes of inquiry Official State Documents Interviews "ONE": Argentina National Assesment System - Rooted in the 90's Educational Reform
- Government centralization and descentralizaiton process
- Students are tested in grades 3, 6–7(PS), 3|, and 6 (HS)
- Math, Language, Science, and Social studies
- 1997- 2007 sample survey; 2010 census survey Results Results Conclusions ONE's capacity to demonstrate
educative quality levels
would be questioned
(validity, legitimacy) Failure in data collection, biased results ->problems in the implementation of the necessary actions to carry out assesment policy Quality Standards Theorical Framework - Prior actions to tests administration
- Actions during tests adminstration
- Post actions of test administration Macro-implementation
- policy sector: tacit operating rules
Micro implementation
- local organizations procedures. Repetto (2003) Argentina's National Assesment System: ONE (2010) Berman (1993)
Impacts on results quality and on operation legitimacy Macro Implementation problems Loosely coupled structure Influence and authority differencials Comunication difficulties
among organizations Resources deficiencies Passages
Policy decision to outcomes Assesment policy implementation structure Administration Adaptation Ravela et al (2008) - Quality of test administrator's Training
- Quality control during tests administration
- Motivation to students for testing.
- Logistical distribution. Mobilization Institucionalización Implementación por parte de la escuela “A mí me quedaba la duda de si las respuestas eran a conciencia. Vi Muchas respuestas en blanco, en especial en Matemática“(Aplicadora 4) Assesment System affected by technical and political issues
Decisions of tests administrators affect tests outcomes
State capacity to implement ONE -> undermines legitimacy
The lack of legitimacy limit the scope of effective results.
The low level of actors' agreement with this policy, the low perceived usefulness and legitimacy , conspire against effective data collection
"Symbolic implementation"
Implementation conditions jeopardize the validity of the information. Argentina's scores Indicators of Institutional Capacity.
National Assesment Systems' Quality Standards Goals discrepancy Micro Implementation problems
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