Abstract

GALLARDO CORDOVA, Katherina Edith; RAMOS MONOBE, Arcelia; CAMACHO GUTIERREZ, Dulce  and  GIL RENDON, María Eugenia. Assessment of students achievement: Institutional and teachers practices seen within the framework of international standards for educational evaluation. Apert. (Guadalaj., Jal.) [online]. 2015, vol.7, n.2, pp.73-85. ISSN 2007-1094.

The purpose of this research was to analyze the practices of learning evaluation in the frame of international quality standards: feasibility, ethics, accuracy and usefulness enunciated by the Joint Committee on Standards for Educational Evaluation (JCSEE) in order to find the strengths and weaknesses in the practices of educational practices in different contexts. The standards JCSEE postulate are: Ethics, feasibility, utility and accuracy. An exploratory design was chosen due to insufficient research that exists on this topic in the Latin American context. A total of 347 teachers and principals participated in this study across seven countries. A Likert scale questionnaire was designed based on international standards of evaluation. The results reveal that from the perspective of teachers and principals, assessment practices are generally oriented towards meeting international standards. However, it is inferred that aspects such as communication of results to stakeholders as well as involving students and parents in decision-making are not fully entrenched in the assessment culture of participants. This problem also aroused in certain standards referred to ethics. The holistic view this research offers allows researchers to raise questions for educational investigation upon critical components that could strength evaluation practices in a near future for both face to face and distance education.

Keywords : Standards; regulations; teachers; students; learning evaluation.

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