
Contents
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5 Governmental and Non-Governmental Responses to Vulnerable Children in Mozambique and Guinea-Bissau
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22 Section Overview: Governance and Management of Social Policy in Australasia and the South Pacific
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38 Canada’s Jagged Record on Social Policy Collaboration between Government and the Voluntary Sector
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The Two Stages of Educational Quality Evaluation in Latin America The Two Stages of Educational Quality Evaluation in Latin America
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National Cases National Cases
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An Expansion of Assessments and Forms of Evaluation An Expansion of Assessments and Forms of Evaluation
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The Power of Tests The Power of Tests
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The Pressure for Change The Pressure for Change
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Result-Based Incentives Result-Based Incentives
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Focus on Learning Focus on Learning
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Creating a Professional Environment of Teaching Creating a Professional Environment of Teaching
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Conclusion Conclusion
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References References
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64 Standardized Educational Assessments
Get accessAxel Rivas, Director, School of Education, Universidad de San Andrés, Buenos Aires, Argentina
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Published:22 May 2023
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Abstract
In the last 25 years, Latin America became a region overwhelmed with standardized educational assessments. Standardized assessments point to a major change in the governance of education systems, not only because they enter as policy inputs for decision-making, but also because they rise to the status of high-stakes standardized assessments where rankings on outcomes are published so that parents can make informed decisions regarding school choice. The first assessment systems emerged in almost all Latin American countries during the nineties. Then, some countries introduced high-stakes assessments with publication of rankings and economic incentives for schools. The third wave of reforms seems to point toward a “reasonable convergence” among countries, with greater institutional capacity to assess schools. This chapter reviews developments in this area of public administration through a proposed typology of standardized assessment models and a comparison of different systemic-change theories in education. Decisions regarding types of assessment require re-envisioning the institutional, curricular, and pedagogical design of educational systems.
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