Large-scale assessments in Latin America: Problematizing the quality of school education
Year: 2024
Type: article
Abstract: ABSTRACT This article aims to characterize the large-scale assessments implemented in Latin America, of which Brazil is a participant, problematizing the quality that such assessment tools inflict on school education. This is a documentary research based on information available on the website of the National Institute of Studies and Educational Research Anísio Teixeira (INEP). The following assessments are described and analyzed: Comparative and Explanatory Regional Study (ERCE); Progress in Reading International Study (PIRLS); Program for International Student Assessment (PISA); and Trends in International Mathematics and Science Study (TIMSS). We conclude that the quality of school education is central to these assessments, generally translated into scores obtained by students’ performance on standardized tests, forming a notion of quality almost exclusively associated with the results of school learning, even though contextual questionnaires accompany these assessments. Furthermore, the characterization of large-scale assessment initiatives present in Latin America reveals the increasingly robust interest of international organizations in creating instruments capable of measuring student learning, enabling the comparison of the quality of school education between and within educational systems.
Source: Educar em Revista
Language: English
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405095841