Fundació Jaume BofillUniversitat Oberta de Catalunya (UOC)

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We are celebrating the 10-year anniversary of Debats d’Educació by giving the educational community the opportunity to air its views

What needs to be done with the results of evaluation?

How can we link the results of evaluation with the governance of the system? Should evaluation have an influence on the assignment of resources? What model of accountability would improve the education system? What evaluative and diagnostic instruments would contribute more effectively to continuous improvement?
 
 

The 3 things they have learned...

Paulo Santiago Paulo Santiago
Senior Analyst in the OECD Directorate for Education...
  • 1Focussing on the improvement of classroom practices
  • 2Effectively conceiving the accountability uses of evaluation results
  • 3Strengthening analysis of education system evaluation results for planning and policy development
Roser Salavert Roser Salavert
Member of the Graduate School of Education, Fordham...
  • 1Refrain from spontaneous interpretations
  • 2A team approach to data analysis builds collective responsibility for student learning
  • 3Use test results to establish a context for student-goal setting
Joan Mateo i Andrés Joan Mateo i Andrés
Secretary for Educational Policies at the Department...
  • 1“ASSESSMENT RESULTS MUST BASICALLY SERVE TO PROVIDE FEEDBACK AND GUIDE EDUCATIONAL ACTION”
  • 2THE LOGIC OF MODERN ASSESSMENT PLACES MORE EMPHASIS ON ITS ROLE AS A REVITALISING AGENT RATHER THAN FOR INSPECTION.
  • 3ASSESSMENT IS ABOUT AN ENTIRE AXIOLOGICAL PROCESS. RESULTS ANALYSIS MUST LEAD TO THE GENERATION OF AN ASSESSMENT CULTURE.
Miquel Àngel Alegre Miquel Àngel Alegre
Analyst from the Catalan Institute for the Assessment...
  • 1First of all we need to ask ourselves: “What kind of assessment are we talking about?”
  • 2Assessing effectiveness: what works in education?
  • 3The results of assessment used to achieve improvement: greater excellence and fairness
Xavier Chavarria Xavier Chavarria
Chief inspector in Barcelona
  • 1Different types of results: Context, Resources, Processes and Products.
  • 2Integration of external and internal assessment perspectives (particularly in assessing schools and colleges)
  • 3Accountability must be moral, professional and contractual, operating in all directions
Joaquim Prats Joaquim Prats
Professor at the University of Barcelona.
  • 1WHAT DOES ASSESSMENT MEAN AND WHAT SHOULD BE ASSESSED?
  • 2WHAT SHOULD ASSESSMENT PROMOTE?
  • 3WHEN ARE ASSESSMENT SYSTEMS USEFUL?

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