A COMPARISSON OF TEACHER AND TEST BASED ASSESSMENT FOR SPANISH PRIMARY AND SECONDARY EDUCATION póster de Óscar D. Marcenaro-Gutiérrez y Anna Vignoles Congreso FES grupo Sociología de la educación Madrid 2013
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
The role of school quality in shaping learning gaps rolleston ciesYoung Lives Oxford
The Role of School Quality in Shaping Learning Gaps - presentation by Caine Rolleston at the Comparative and International Education Society conference, Washington DC, 9 March 2015.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
LA FP DE GRADO MEDIO Y LA EDUCACIÓN SECUNDARIA PARA ADULTOS ¿UNA SEGUNDA OPORTUNIDAD EN TIEMPOS DE CRISIS? póster de Javier Rujas Martínez-Novillo Grupo Sociología de la Educación Congreso FES Madrid 2013
DISCURSOS Y PRÁCTICAS EN TORNO AL “FRACASO ESCOLAR” EN ESPAÑA (1980-2000), poster de Javier Rujas Martínez-Novillo, Grupo Sociología de la Educación, Congreso FES Madrid 2013
More Related Content
Similar to Óscar D. Marcenaro-Gutiérrez y Anna Vignoles
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
The role of school quality in shaping learning gaps rolleston ciesYoung Lives Oxford
The Role of School Quality in Shaping Learning Gaps - presentation by Caine Rolleston at the Comparative and International Education Society conference, Washington DC, 9 March 2015.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
LA FP DE GRADO MEDIO Y LA EDUCACIÓN SECUNDARIA PARA ADULTOS ¿UNA SEGUNDA OPORTUNIDAD EN TIEMPOS DE CRISIS? póster de Javier Rujas Martínez-Novillo Grupo Sociología de la Educación Congreso FES Madrid 2013
DISCURSOS Y PRÁCTICAS EN TORNO AL “FRACASO ESCOLAR” EN ESPAÑA (1980-2000), poster de Javier Rujas Martínez-Novillo, Grupo Sociología de la Educación, Congreso FES Madrid 2013
ENTREPRENEURSHIP KNOCKS ON UNIVERSITY'S DOOR. ENTREPRENEURIAL PROFILES AND EDUCATIONAL IMPLICATIONS AMONG GRADUATES, póster de Ana Paula Marques y Rita Moreira, Grupo Sociología de la Educación, Congreso FES Madrid 2013
HABILIDADES Y COMPETENCIAS DE LOS GRADUADOS: ESTUDIO DEL CASO DE ESTUDIANTES DE GRADO DE CIENCIA POLÍTICA (UB) Y GRADO DE EMPRESARIALES (UPF), póster de Nuria Rodríguez Ávila, Montserrat Puig Llobet y Teresa Mª Monllau Jaques, UPF
NUESTRAS CRISIS, LA ESCUELA Y SUS DEMONIOS. SOBRE LA ESTRUCTURA DE LA REPRODUCCIÓN póster de José Beltrán Llavador, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
ANÁLISIS DE LA GESTIÓN DE LA DIVERSIDAD CULTURAL EN PROCESOS DE TRANSFORMACIÓN PEDAGÓGICA: CONDICIONES DE POSIBILIDAD PARA UN NUEVO MARCO CONCEPTUAL póster de Esther Marquez Lepe, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
LA INTERCULTURALIDAD DESDE LA DIVERSIDAD DE DIVERSIDADES: UN ANÁLISIS A PARTIR DE DOS ESCUELAS EN PROCESO DE TRANSFORMACIÓN, póster de Natalia Moraes Mena, Antonia Olmos Alcaraz, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
THE EMPLOYABILITY OF YOUNG PEOPLE IN SPAIN: THE MISMATCH BETWEEN EDUCATION AND EMPLOYMENT, póster de Almudena Moreno Mínguez, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
DISCURSOS E INFLUENCIAS INTERNACIONALES EN LAS POLÍTICAS PARA EL APRENDIZAJE A LO LARGO DE LA VIDA: EL CASO DEL PAÍS VASCO, póster de Carlos Vargas Tamez, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
ELECCIÓN DE CENTRO ESCOLAR: LA CONSTRUCCIÓN DE LA DESIGUALDAD Y ESTRATIFICACIÓN SOCIAL EN MADRID póster de Carlos Peláez Paz, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
EL SIMReF VIRTUAL A EXAMEN: POTENCIALIDADES, CARENCIAS Y PROPUESTAS DE MEJORA DE LOS CURSOS VIRTUALES DE INTRODUCCIÓN A LA METODOLOGÍA DE INVESTIGACIÓN FEMINISTA póster de Edurne Jiménez, Barbara Biglia y Pilar Iranzo, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
REDES DE COMUNICACIÓN, COMO ESTRATEGIA DE LA RESPONSABILIDAD SOCIAL EDUCATIVA, EN LA COMPETENCIA DE APRENDER, póster de Jesús Cuevas Salvador, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
MAPAS MENTALES DINÁMICOS EN EL PROCESO DE ENSEÑANZA APRENDIZAJE, póster de José Luis Paniza, Grupo Sociología de la Educación, Congreso FES, Madrid 2013
More from ASE - GT13 Asociación de Sociología de la Educación (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. A comparisson of teacher and test based
assessment for Spanish primary and
secondary education
Óscar D. Marcenaro-Gutiérrez*
Anna Vignoles**
*Departamento de Estadística y Econometría (UMA) y Fundación Pública
Centro de Estudios Andaluces (FCEA)
** University of Cambridge
XI Conference FES
Madrid, 10-12th
July 2013
G13
1
4. Motivation:
1. Needless to say: importance of education as an
engine of socio-economic change.
4
The profitability of investment in education is higher
that investment in capital goods
(Psacharopoulos, 1985)
FES Madrid
5. Importance of training as an engine of socio-
economic change: Budgetary effort.
Motivation:
FES Madrid
6. Motivation:
Central to Economics of Education: Do we have
precise measures of students’ outcomes?
To what extent does the nature of the assessment criteria
produce social class inequalities in academic outcomes?
FES Madrid
7. Motivation:
2. Teacher assessment matters, because:
- Affects how students perceive their own academic
ability (self-esteem, etc.).
- It is used to determine whether a child can proceed to
the next grade.
1. Virtual lack of datasets allowing the comparison
“Teachers’ actual assesment-external test assesment”;
novelty of the paper.
7
It is crucial to determine whether such assessment is
a good guide to pupils’ actual level of achievement:
PISA? Actual exams?....
FES Madrid
8. Aim:
Are assesment tests (test-based assessment –TestA-) and
official marks (teachers-based assessment –TeachA-)
telling different things? We explore this empirically.
Do these differences vary systematically with pupil
characteristics?
8
gender
ethnicity
socio-economic background
FES Madrid
9. Aim:
Are assesment tests (test-based assessment –TestA-) and
official marks (teachers-based assessment –TeachA-)
telling different things? We explore this empirically.
Do these differences vary systematically with pupil
characteristics?
Differences in achievement levels of pupils in public (100%)
schools and semi-private schools.
Do this potential gap discourage further study, in general or
in any particular subject area (such as science, arts, etc.), after
completing compulsory education? (i.e. future success) 9
FES Madrid
10. 10
Literature:
Gender or Ethnicity of the teacher might interact with that of the
student to produce systematic differences in pupil achievement
(Dee, 2005 & 2007): teachers over grade students of the same gender
to themselves.
Comparing teacher assessments of pupil achievement and test
scores: Reeves et al (2001) , Gibbons and Chevalier (2008) –UK-,
TestA-TeachA consistent.
Gutierrez and Adserá (2012) –as opposed to Calero and Waisgrais
(2008)- public school students higher grades: might be explained
by differences in grading practices between public and private
school teachers.
FES Madrid
11. Data:
PISA: 15-years-old students -4th
year ESO-(OECD countries).
Dependent variables:
- Math Test scores (normalised).
- Reading Test scores (normalised).
Independent variables:
- Student characteristics
- Family background 26 variables
- School characteristics
PISA-2009:
Spain: 25.887 students within 889 schools.
Andalusia: 1700 students within 51 schools 11
Data (1st
stage):
FES Madrid
12. Linked databases (novelty):
- Andalusian Social Survey: Education and Homes in
Andalusia (Encuesta social: Educación y Hogares en Andalucía,
ESOC10); includes diagnostic assesment tests.
- Administrative marking records for those in the survey
sample.
Data (2nd stage):
FES Madrid
13. ASS10:
- Students born in 1994 + students born in 1998.
15 years 11 years
- Pseudo-panel: past and future outcomes.
- Very important: Includes interviews aimed at parents
and children.
13
Crossing information
(consistency)
Data (2nd stage):
FES Madrid
14. ASS10:
- ADDITIONAL added value: link ASS10 with information from
an administrative information system.
14
Information entered by the educators from
public and semi-private schools
• Repeaters.
• Disabled (or with special educational requirements).
• Private schools (only 2.5%) –data non avaialble-.
Data (2nd stage):
Excluding
FES Madrid
15. Andalusia 2009, huge differences with
the rest of Spain?
16
• Differences between natives and immigrants men more substantial in
Andalusia as compared to the rest of Spain
• Public school Vs Private school: same differences as for the rest of Spain.
• Mother educational level: variables even more relevant.
• Once again…. IMPORTANCE OF HUMAN CAPITAL
ACCUMULATION OF THE PROGENITOR AS A WAY OF
ACADEMIC SUCCESS FOR CHILDREN, PARTICULARLY FOR
WOMEN.
A) School failure:
B) Performance determinants:
FES Madrid
16. 17
¿Consistency? (PISA-ASS)0.1.2.3.4
Density
-4 -2 0 2 4
Normalized scores
PISA reading TestA
ASS10 reading TestA
Reading
0.1.2.3.4
Density
-4 -2 0 2 4
Normalized scores
PISA math TestA
ASS10 math TestA
Math
Substantial
overlap
FES Madrid
18. 0.1.2.3.4
Density
-4 -2 0 2 4
Normalized scores
Difference in assesments (reading)
0.1.2.3.4
Density
-4 -2 0 2 4
Normalized scores
Difference TestA-TeachA (female students)
Difference TestA-TeachA (male studnets)
Difference in assesments (maths)
women men
Differences TestA-TeachA:
FES Madrid
19. Multivariate analysis
Multinomial Probit
Probability of:
Dropping out or
repeating.
Enrol in Vocational
training.
Academic track (Sciences,
etc.)
OLS regressions/FE/RE
Effects of variables on the
difference TestA-TeachA
(ASS-SEN)
20
FES Madrid
20. Table 2.a. Discrepancies TestA - TeachA (1994 cohort).
21
Specification V
Reading Maths
Female -0.03 -0.50***
Immigrant 0.10 0.26
Semi-private school (=1) 0.49*** 0.20**
Education level of father:
Degree or higher -0.06 -0.05
Education level of mother:
Degree or higher -0.11 -0.11
Constant -0.14** 0.12*
Number of observations 1,087 1,051
R-squared 0.04 0.06
Differences TestA-TeachA: (conditional analyses)
FES Madrid
21. Table 2.b. Discrepancies TestA - TeachA (1994 and 1998 cohorts).
22
Differences TestA-TeachA: (conditional analyses)
Specification V
Reading Maths
Cohort 1994 (=1) -0.05 -0.06
Female -0.06 -0.34***
Immigrant -0.12 -0.02
Semi-private school (=1) 0.37*** 0.22***
Education level of father:
Degree or higher -0.07 -0.05
Education level of mother:
Degree or higher -0.01 -0.03
Constant -0.07* 0.09**
Number of observations 2,778 2,725
R-squared 0.03 0.04
Teachers over estimating
achievement of girls?
(preconceived ideas about ability’?
Teachers under estimating
achievement of students at
Semi-private schools.
(Do teachers measure the child’s
achievement relative to other????)RE: Virtually identical results
(2-3 students from each school).
FES Madrid
23. 24
Note: Including controls for immigrant, father education level and mother education level.
Table 4: Controlling for quintile in the previous year
Specification V
Reading Maths
Prior achievement -Reading- (TeachAt-1):
2nd
quintile -0.11
3rd
quintile -0.64***
4th
quintile -0.33***
5th
quintile (top) -0.74***
Prior achievement -Math- (TeachAt-1):
2nd
quintile -0.02
3rd
quintile -0.65***
4th
quintile -0.49***
5th
quintile (top) -0.60***
Female 0.08 -0.40***
Semi-private school (=1) 0.54*** 0.22***
Constant 0.21 0.44***
Number of observations 995 1,001
Number of centres 447 451
Differences TestA-TeachA: (conditional analyses)
pupils TeachAt-1
narrows gap
FES Madrid
24. 25
Note: Including controls for immigrant, father education level and mother education level.
Table 5: Controlling for TeachAt-1
Differences TestA-TeachA: (conditional analyses)
Specification V
Reading Maths
Prior achievement -Reading- (TeachAt-1): -0.26***
Prior achievement -Math- (TeachAt-1): -0.20***
Female 0.03 -0.50***
Semi-private school (=1) 0.48*** 0.17**
Household cultural index level:
Average cultural index -0.01 0.07
Higher cultural index 0.15* 0.18*
Constant -0.18*** 0.11
Number of observations 1,057 1,030
Number of centres 466 460
≈
“teachers’ views about the ability of
pupils are persistent”
FES Madrid
25. 26
Table 6: By school type
Differences TestA-TeachA: (conditional analyses)
≈
Specification V
Semi-private school Public school
Reading Maths Reading Maths
Female -0.12 -0.50*** -0.00 -0.49***
Constant 0.49*** 0.42*** -0.16** 0.11
Number of observations 265 248 822 803
Number of centres 148 137 334 331
FES Madrid
26. 27
¿ To what extent TeachA-TestA at 15 predict education outcomes at age 16?
Choice at 16:
1) Repeating or dropping out of school at age 16 (ref.).
2) Undertaking vocational study;
3) For those staying on the academic track, enrolled in:
Sciences, Arts & Humanities or Social Sciences)
FES Madrid
27. 28
Table 7:
Exit to:
Vocational
Training
Arts Sciences
Social
Sciences
TestA-TeachA (reading) -0. 49*** -0.33** -0.60*** -0.47***
Female 0.05 0.25 0.07 0.41***
Immigrant -0.05 0.50 -0.34 -0.27
Semi-private school (=1) 0.41 0.19 0.50*** 0.41**
Constant -0.71*** -1.31*** 0.97*** 0.90***
Number of observations 1164
Χ2
90.39***
“pupils who are under estimated by teachers
in terms of their achievement are more likely
to drop out”
Choice at 16:
FES Madrid
28. Conclusions
High relevance of parents human capital (particularly
mothers); this is deeper in Andalusia, relevant to economic
growth and labour market opportunities of women!!!
(higher performance and lower failure)
29
PISA09 and ASS10 similar results, TestA consistent.
FES Madrid
29. Conclusions
Systematic differences between teacher assessments
and actual test scores.
Girls’ achievement is over estimated by teacher assessments
relative to test scores (preconceived ideas?????).
Teachers under estimating achievement of students at Semi-
private schools (measuing relative acievements –peer
effect-?????).
Pupils who are under estimated by teachers in terms of their
achievement are more likely to drop out→ TestA-TeachA has
a longer term impact on pupil outcomes.
30
FES Madrid
31. A comparisson of teacher and test based
assessment for Spanish primary and
secondary education
Óscar D. Marcenaro-Gutiérrez*
Anna Vignoles**
*Departamento de Estadística y Econometría (UMA) y Fundación Pública
Centro de Estudios Andaluces (FCEA)
** University of Cambridge
XI Conference FES
Madrid, 10-12th
July 2013
G13
32