On 11 and 12 October 2007, and thanks to the contribution of the Ford Foundation, the Latin American Laboratory for Assessment of the Quality of Education (LLECE) of UNESCO’s Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) called a work meeting in Santiago, Chile, to address and reflect upon the learning results achieved by students.
The group of evaluators debated on the question as to what direction education quality assessments should take in Latin America and the Caribbean. The specialists worked toward arriving at consensuses regarding the purpose, essential components and characteristics that alternative models of education quality assessment should consider.
This publication gathers together the main ideas discussed by the group of experts. It includes the reflections of Sergio Martinic, an academic at the Pontificia Universidad Católica de Chile, with regard to information, participation and the focus of rights; Margarita Poggi, director of the International Institute for Educational Planning (IIPE/UNESCO) in Buenos Aires, regarding the construction of new education quality assessment strategies in Latin America; Guadalupe Ruiz, director of School Assessment of the National Institute for Educational Assessment and Evaluation (INEE) in Mexico, reflecting upon what these new assessment models should involve; and Héctor Valdés, director of the Central Institute for Pedagogical Sciences (ICCP) in Cuba, regarding the Cuban experience in assessing the corporal, rational and emotional development and education of human beings.
The purpose of this paper is not to prescribe models or reach unanimous agreements, but to begin to think about education quality assessment in a more critical manner, proposing orientations and conceptual frameworks that would make it possible to progress toward the development of more integral quality assessment systems. The aim is for these to provide relevant information to assist decision-making in the realm of education policies and practices.
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