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The objective of this paper was to characterize the current state of content curation in university professors. Also, a diagnosis was made to establish the informational competencies that these professionals possessed. The study methodology was based on the quantitative perspective with a descriptive scope and the use of the survey as a research technique that evaluated four dimensions: search, selection, characterization and dissemination of digital content. The results presented a set of shortcomings in the explicit dimensions, with an emphasis on characterization, since in educational digital content the textual format prevailed and critical evaluations were scarce. Moreover, insufficient use of content curation tools was detected. A wider participation of subjects due to the social distancing caused by covid-19 was evidenced as a limitation. The novelty of the study consisted in analyzing content curation with an informational competence approach, transversal in the training of university professors. It was concluded that there is little training in relation to the curation of content for teaching, as some indications of informational performance were observed, in isolation that hindered a better preparation of the subject. [ABSTRACT FROM AUTHOR]

Widespread research on educational systems has made it possible to identify the main factors that define students' educational success. Nevertheless, these studies have not been very efficient when it comes to transferring their conclusions to the applied contexts where those who teach or make decisions about educational systems move. The main reason for this failure lies on the unfamiliarity of education professionals with the sophisticated statistical and psychometric methodology used by most researchers. The goal of this paper is to analyze educational systems using the Network Analysis methodology, which is very affordable, clear, and intuitive for teachers and educational leaders without a great methodological sophistication. A sample of 7,882 eighth-graders was used. Students' mathematical skills were evaluated and data were obtained from their educational context. Network Analysis was used calculating indicators of centrality, as well as precision and stability of the network. The results indicate that academic self-concept and academic expectations have an important effect on performance in mathematics. The findings match with those previously obtained with other approaches. The Network Analysis methodology offers an ideal combination of analytical rigor and interpretative simplicity, that provides a great potential to be used in applied educational contexts for evidence-based decision making. [ABSTRACT FROM AUTHOR]

The aim of this paper is to make a qualitative assessment of youthful transitions when finishing secondary school. The main issue addressed by this work revolves around the way in which the young undergo this process while attending their last year of secondary education. The analysis was performed by considering the youth collective’s experiences and post-secondary expectations, which are largely connected with their unique vision in relation to the future they discern for themselves in local scenarios. An in-depth survey was conducted among a purposive sample of young people that attended state-run secondary schools during the 2016-2017 school years. The interviews enquired into the assessment, meanings, feelings, wishes and mandates that characterise this turning point. The findings of the study were then classified into four encompassing categories: educational, socioeconomic, personal, and cultural. [ABSTRACT FROM AUTHOR]

Assessment is considered one of the most relevant factors in the teaching and learning process, fundamental part of training in Higher Education -- multicultural -, a factor that appears to be a weakness when re-designing University careers, especially in a competencybased curriculum approach. According to the above, the purpose of this paper is to show and discuss the options and limitations of the evaluation in a Higher Education that stand out today for the multicultural and context according to three dimensions: a) purposes, b) moments and uses, c) those who carry it out. The main conclusions of this work are linked to a partial transition from traditional evaluative practices oriented to academic performance (focused on knowledge) to a more formative and democratic evaluative practice, highlighting in some cases the tendency to incorporate the participation of the students in the design of evaluation instruments and techniques, the effective possibility of feedback that implies change or improvement, use of evaluative strategies of self-evaluation and co-evaluation, implementation of some active learning methods and their evaluation focused on the student, action that tends to be more transversal and student-centered. [ABSTRACT FROM AUTHOR]

In recent years, international and national test results have been unfavorable for Mexico's educational system, turning the spotlight on teachers' quality. This problem has also occurred in the public teaching entrance examination and calls into question the efficiency of the initial training provided by Mexican normal schools. This paper intends to study the relationship between a student community's social origin and academic performance in three normal school sites in Sonora. It analyzes a cohort of 268 students through the five cultural capital types that, as variables, contribute to exploring academic performance. Besides, it determines the social origin of the students through K-means clustering. Through an analysis of the Pearson correlation coefficient, the results show that the student's family, school, and economic capitals are associated with academic performance. Afterward, a linear regression analysis was carried out where the highest Beta value was for the school capital variable. In conclusion, in a framework of social inequality, the school and economic capitals take part in the educational achievement of students who are being trained as teachers. [ABSTRACT FROM AUTHOR]

Successful students are often concentrated in wealthier regions. This paper examines the possible impact of students' geographical location on their achievement, evaluated externally in bachelor's degree programs in economics (taught face-to-face or via traditional or virtual distance learning) in higher education institutions in Colombia. An analysis was conducted using georeferenced and geolocated models, based on students' assessment results from the Colombian Institute for Educational Assessment's (ICFES) FTP system and the Political and Administrative Division (DIVIPOLA) system. High achievement was recorded in face-to-face learning in central regions like Bogotá and Antioquia, but also in more remote regions in traditional distance learning, despite the fact that location did not exhibit statistically significant trends in the spatial autocorrelation measure Moran's I. Lastly, we discuss the trends found and the possible limitations of this model. [ABSTRACT FROM AUTHOR]

This paper analyzes the evidence of pedagogical leadership from the perspective of the main actors. The methodology was quantitative, through a cross-sectional study with a questionnaire. In this study, carried out in Spain, 2,184 participants evaluated the leadership of principals, directors of studies and teachers. The results, which are analyzed and discussed, show differences in the perceived evidence of leadership dimensions among actors, with higher scores for principals and directors of studies. Considering the type of the center, differences were found for the group of principals and teachers in some pedagogical leadership dimensions. [ABSTRACT FROM AUTHOR]

This document examines the progress that educational researchers have made in the recent decade, based on the recommendations of Dr. Pablo Latapí at the memorable conference at the IX National Congress of Educational Research. Some main achievements in the educational research field has favored the understanding of the educational system and its problems; the formation of networks that foster discussion and research with different perspectives; the emergence of educational proposals such as intercultural education, educational evaluation and rural education, among other accomplishments. On the other hand, the difficulty for the insertion of young researchers due to the limited working conditions and the productive inclination that seeks to obtain resources at all costs are some of the main problems. Finally, the paper establishes as significant challenges the need to assume a critical and decolonizing perspective, promote research regarding the serious social problems suffered by the most disadvantaged sectors and design collaborative and innovative methodologies that favor the creation of knowledge in a more horizontal way and in dialogue with the communities. [ABSTRACT FROM AUTHOR]

Argentine Patagonia was incorporated to the national State late in the last decades of the 19th century, after the end of the bloody military campaign that sought state control of the indigenous territory of the south. From then until the 1930s the process of providing educational institutions to the vast Patagonian territory was discontinuous, slow and very uneven in the different regional spaces, intensifying in the urban nuclei and becoming invisible in the Patagonian mesetaria zone. In this context, it is the purpose of this paper to analyze the trajectories of female students and teachers in the first half of the 20th century from the perspective of those who exercised direct authority over them: principals -mostly males- and school inspectors. We are interested in analyzing, from a gender perspective, the presence of teachers in the classrooms, the desired behaviors and the goals to be met according to pedagogical and axiological considerations, within the framework of a normalizing and prescriptive process. For this purpose, we have used a vast array of sourcesreferring to the National Territory of Rio Negro, including school historical books, inspection reports, school concepts teachers, school visit books, school reports, regional and national press articles. [ABSTRACT FROM AUTHOR]

This paper seeks to explain academic achievement in Mathematics based on individual student characteristics. The study takes the case of Paraguay, a country below the regional average in recent international assessments of learning achievement in mathematics by basic-level students (students in Educación Escolar Básica). A questionnaire was administered to 899 students of the third cycle of basic-level education (7th, 8th, and 9th grades) from both public and private schools in the district of Concepción. Two statistical modeling techniques were employed on observable variables: decision trees and multiple linear regression. It is concluded that academic achievement in mathematics is largely explained by students' learning in a classroom setting and perception of their own ability. [ABSTRACT FROM AUTHOR]

Competencies have been the subject of considerable discussion in pedagogy, particularly in relation to the mandate of the education system. In the last decade, a different view has emerged, from a capability and human development approach. On the one hand, this paper seeks to question the sense of a competency-based approach to education and, on the other hand, present the capability approach as an opportunity to establish a humanistic and alternative view of education. Thus, by using the hermeneutic arc as a methodological approach -- specifically the ‚explaining' and ‚understanding' processes described by Ricœur -- a critical conceptualization of competencies is described in order to show that people are subjects of capabilities rather than competencies. It is concluded that any educational endeavor that pursues human development must be firmly rooted in the realization of people as subjects-agents of capabilities. [ABSTRACT FROM AUTHOR]

The objective of this paper is to establish the links of General Chemistry with the rest of the subjects and the improvement of the system of evaluation. The paper includes a system of actions through a unit of the syllabus, establishing the link between the subject and the rest, also integrating exercises are proposed with a greater interest and preparation of the students for the subject General Chemistry. Were applied a previous diagnosis to students to verify interest and knowledge of the importance of Chemistry for the race and were compared the teaching results during two continuous courses for each partial test and finalizing the semester in both. [ABSTRACT FROM AUTHOR]

Nowadays, there are experiences with ICT in the hospital schools. Nevertheless, there have been few studies about how technology can improve educational processes and the premises to consider. From this starting point, we present in this paper, a proposal for curriculum integration of ICT for hospital teachers. It is the main contribution of this paper along with the exhaustive analysis of previous studies. This evaluation research has tried to contribute useful knowledge to meet the needs of a real educational context. [ABSTRACT FROM AUTHOR]

The way teachers assess in classroom impact over cognitive and socio-affective development of the students. This paper aims to determine the relationship between the teacher's evaluation to their students, and the academic achievement of their students in four specific areas: Linguistic Competence, Mathematical Competence, Scientific Competence, and Social and Citizenship Competence. To reach our aim, this paper made a special analysis with the data of the Spanish General Diagnostic Evaluation -2009- to 28,708 students, and 1341 teachers of 887 schools. The use of Multilevel Model Analysis with three levels shows the impact of each evaluation strategy on the four competencies studied. Our study confirms those teachers who prepare exams after each lesson, give homework, review notebooks, and value the interest and participation of students in classroom do better. On the other side, we have found an inverse relationship between prepare quarterly exams and the skill development of the students. [ABSTRACT FROM AUTHOR]

In order for an online course to be properly carried out it must be properly planned. The goal of this paper is to provide users with a methodology to design, assess and follow up a good quality online course project. The methodology proposes six phases to be followed in order to accomplish the task: Analysis of educational problem; justification and purposes of the project; proposal of project's perspectives; education, operational and financial planning; project's expected results, and project tracking and assessment. The proposed methodology allowed designing and carrying out the online course project called Rubrics for Assessment of Activities of e-Learning which was given at the Distance University of Poland. Even though the course was highly assessed by its participants, their comments imply the necessity of a more careful planning of the pedagogical components of the course. Despite this weakness, the project allowed to obtain answers to the main questions raised by decisions to be made when planning a course: What is intended to be done?, why?, what for?, how?, when?, by whom?, with what resources and funds? It is concluded that the proposed methodology may constitute a reference framework for the universities that wish to plan a high quality online course, both in Poland and in other countries. [ABSTRACT FROM AUTHOR]

This paper is part of a larger research study; AECID'S Project A/024180/09, and pertains to an assessment of the autonomy of schools in Chile. The aim of this paper is to examine the potential for institutional development in schools in the Fifth Region of Valparaiso, Chile, by analyzing the discourses of classroom teachers and management teams from a qualitative perspective. To this end, we conducted a descriptive study with a qualitative design in five schools in the region of Valparaíso. Six focus groups were formed to collect the data, which was subsequently analyzed using discourse analysis. The results showed consensus regarding the strengths and weaknesses of the teaching-learning processes; organizational strengthening and openness toward the school's educational community. The results obtained are relevant to the national educational field and for guiding future intervention by government authorities. [ABSTRACT FROM AUTHOR]

The aim of this paper is to document a research project that was carried out in a rural indigenous school in Yucatan. The purpose of this study was to analyze from a critical perspective the school experiences in an indigenous rural school and the contribution of these for the intercultural education of children. The role of the school has been questioned; if attending school makes a difference in their lives or contributes to maintaining the conditions they live. Ethnographic design was followed. It framed the data recollection in three different interaction arenas and its key players: One teacher, parents and children. Results show that education policies are neoliberal framed. It maintains and reproduces exclusion structures to indigenous rural populations. Education policies, economic and social forces pressure the life of educational key player's and impacts them. [ABSTRACT FROM AUTHOR]

The objective of the paper is to identify the current trends in competency-based evaluation in the field of health, based on review of scientific literature. A review of primary, secondary and tertiary sources in Spanish and English from 2005 to date was conducted in search engines such as PubMed, Redalyc, Scielo, Lilacs and Virtual Health Library. Current trends show competency-based evaluation brings students, teachers, HEIs and the community together to train new professionals as part of the transformation in education. It is essential that students, teachers, administrators and universities are part of the teaching, learning and evaluation process. [ABSTRACT FROM AUTHOR]

In the context of the current debate regarding the best school setting (single-sex schooling v. coeducation) several advocates of coeducation have published emblematic papers that implicitly suggest that the debate should be considered as finished and that further research regarding this topic is not needed. This essay aims to refute the combined arguments of those articles using methodological and empirical facts, and show that the debate about this question and research into it should not be seen as complete, but instead should be promoted. At the same time, the essay identifies certain features in the aforementioned articles that present a risk of distorting science by moving towards arguments of an ideological nature, and it underlines the problem this represents for the debate itself and for science in general. The article does not seek to defend single-sex education, only the need for further research into it. [ABSTRACT FROM AUTHOR]

In spite of growing interest in online games in processes of teaching and learning, teachers are rarely familiar with the characteristics of games available on the Internet and their educational/communicational potential. The fundamental objective of this paper is to off er a validated instrument of evaluation for online games about climate change; the instrument uses consensual criteria based on expert opinion, by means of the Delphi method. The tool has five dimensions of evaluation: identification, narrative, content, playability, and didactics. The proposed instrument of evaluation contributes to broadening the view of relevant characteristics to be included when selecting a videogame to use in the classroom, and to establish the bases for creating a useful collection of online games about climate change in particular, and about environmental topics in general. [ABSTRACT FROM AUTHOR]

This paper sets out the professional knowledge and practice of María, a pre-school teacher with three years of experience in a public school in Catalonia and 13 girls and 11 boys in her care. The data collected enables further understanding of her teaching experiences and the educational process she uses, which contribute to the creation and development of an educational relationship marked by a focus on individual needs and the unique characteristics of each child, and describes the support and care provided throughout classroom experiences. [ABSTRACT FROM AUTHOR]

MOOCs are seen as the latest development in online learning and since their launch in 2008 they have become an integral part of university course curricula. We are currently at an early stage in the development of MOOCs; few studies have been published on their assessment so far. Consequently, this paper is based on a literature review, using the main academic databases JCR and Scopus, on 33 articles published between 2013 and 2015 with the objective of determining the educational quality of MOOCs. The methodology is based on a literature review procedure in which seven categories were distinguished when carrying out the analysis: course planning, contents, methodology, resources and activities, motivation, communication, and assessment and certification. The results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment. However, it warns of a lack of studies that assess the pedagogical quality of MOOCs and so we suggest further studies are needed with greater methodological rigour to obtain conclusive results. [ABSTRACT FROM AUTHOR]

In these dynamically changing times, higher education institutions are facing up to great challenges posed by societies, which include the need to take more pertinent approaches to university management. Recently, strategic management at universities as an approach has become a more and more frequent practice. It has three interrelated steps, with each of them having particular characteristics. Each step has to be properly taken, so this approach to management can be efficiently adopted, and hence the importance of evaluating this with the aim of improving it. This paper is intended to stress the significance of evaluating strategic management in higher education institutions and its steps. There is a shortage of Cuban and worldwide literature on this subject. [ABSTRACT FROM AUTHOR]

Research on epistemological beliefs has become widespread, but in recent years has opened the doors to a debate on how these beliefs should be characterized and assessed. It is within this context that this study seeks to characterize these beliefs as component premises of epistemological perspectives. The study evaluated 55 first-year university students from four academic disciplines by means of the Egyptian pyramid-building dilemma. Two epistemological perspectives were identified. One was empirical and supported by the premise that knowledge is an objective systematization of observations of an unequivocal reality embodied by just one possible explanation, and the other was an individual relativist perspective supported by the premise that knowledge is a subjective systematization of facts that gives rise to multiple but equally valid explanations. The paper discusses the nature of these premises, the utility of a dilemma-based methodology and the implications for educational practice. [ABSTRACT FROM AUTHOR]

This paper presents the results of research focused on university teachers' professional knowledge, as this construct is a key phenomenon in the development of good training practices in higher education. Briefly, this paper is aimed at showing the complexity involved in professional knowledge for university teachers regarding its structure, origin and manifestations in in-person teaching. This study is grounded on the opinion and prolonged classroom observation of three teaching professionals. The conclusions --aimed at applying the results of this project to the conceptual and operational network of university teacher training-- are developed in the final section. [ABSTRACT FROM AUTHOR]

This paper relates two basic aspects of assessment evaluation in higher education (Formative Assessment and Competency Assessment) with the existence of an Inter-University Network that carries five years working these issues systematically. First, we analyze the state of the Formative and Shared Assessment in Higher Education. Second, we explain the organization and operation of the Network of Formative Assessment in Higher Education: purpose, basic methodology of work, different actions and framework: innovation projects and educational research, seminars, action-research, dissemination of results, annual conferences and thematic work-groups. We also present the main results, organized into four sections: a-advantages; b-cons, problems and possible solutions; c-influence on academic performance; d-load of work required by teachers and pupils. In the third and final section of the paper we explain the fundamental aspects of Competency Assessment in Higher Education, the changes required and the importance of coherence among curriculum elements, in this sense, we provide a practical application that we hope will be helpful in achieving higher level of coherence in our curriculum subjects. [ABSTRACT FROM AUTHOR]

This paper presents the design and validation process of a questionnaire to determine the types of assessment used by members of faculty. The methodology used begins with the conceptual and operational definition of the domain and is followed through to the analysis of the pilot results to determine, on the one hand, the reliability of the questionnaire and each question and, on the other hand, the construct validity. The results of this study provide sufficient evidence to show 1) the validity of the questionnaire content, which shows an acceptable index of agreement according to experts (with Krippendorf's alpha coefficient greater than 0.7); 2) the global reliability of the questionnaire, equivalent to alpha = 0.87 and the reliability of the questions, between alpha 0.81 and alpha 0.87; 3) the construct validity of the questionnaire; 4) that the factorial structure is not significantly different from the theory used as a basis to establish the questions. The data suggests that the questionnaire is a valid tool and psychometrically sound for its purpose. [ABSTRACT FROM AUTHOR]

Andalusia must face up to the challenge posed by curricula if it is to improve results in schools. Educational psychologists offering support services hold a strategical position and systemic vision that allow them to act as consultants in curriculum development. This paper analyzes the circumstances under which they may perform this role, and the methodology used. It taps into the grounded theory of these professionals with a case study from a biographical-narrative and dialog-based approach. The informant, who has a long career and professional recognition, supplies 35 in-depth interviews about his professional experience and the principles that underpin it. The study uses discourse analysis with emerging categories from his account, and concludes that it is necessary to make changes in the mindset of counselors in order to improve teaching at its core. [ABSTRACT FROM AUTHOR]

In this paper we study how a group of Primary Pre-service teachers' conceptions about assesment in science changed. The research is part of a R+D+I proyect in the context of an initial training course based on inquiry-based science education and interaction with innovative teaching practices. A qualitative metholodogy was used and the fundamental data collection were students' written documents through the three moments in which the study is divided. The analysis of these productions is concluded that there is progress in their knowledge of assesment in the three categories studied (conception, instruments and content assesment) next to a traditional teaching model, but without reaching the alternative model we consider desirable. [ABSTRACT FROM AUTHOR]

This is a reply to José Luis Gaviria's paper «The Priority of the Philosophy of Education over the Empirical Disciplines in Educational Research. A response to Gil Cantero and Reyero». The main arguments to be discussed are as follows: Education is an action, not an object, nor a closed mechanism made of programmed inputs and outputs which can be probabilistically considered. Education is essentially constituted by value orientations; the complex reality of the human is not limited by what is real, current or empirical. What is possible is relevant too. Hope takes part of educational knowledge; the hope that what is unexpected finally happens. Judgment in education is a kind of unveiling, it is an empathic adequacy, it is the subjective experience of an educational ideal which appears to us as a whole coherent with a particular sense of reality. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide evidence on the relevance of the feedback teachers receive in their professional practice. More specifically we study the relationship between observations that teachers have received from different agents (school principals, other teachers, etc.) and the teaching procedures and practices they use in the classroom. We carried out this analysis based on the 2013 TALIS Spanish teachers sample responses. The first result shows that, in this sample, 25% of teachers say they have never received from anyone any comments or evaluation of their work (feedback), a proportion that rises to nearly 30% in the case of public schools. Second, evidence indicates that teachers who receive feedback more frequently and by diversity of actors, develop more innovative practices focused on students' active learning. [ABSTRACT FROM AUTHOR]

The academic efficiency and quality issues and performance of the universities, has always been the center of attention on the institutional evaluation and decision-making within the general development strategy of the university system. In this paper, the stage reached by the Cuban Higher Education and the challenges for institutional evaluation of universities is discussed, particularly those related to academic efficiency, studies in our country on the same are addressed in a critical analysis of the approaches used in evaluation. Finally a summary of the current problems related to it in the universities of Ministry of Higher Education and a proposal of a new indicator for each year statistical system. [ABSTRACT FROM AUTHOR]

Sustainability in the field of education emerges as an option for construction of responses and oriented solutions (Wiek, Withycombe y Redman, 2011), from a planetary ethic. Is a challenge for the human thinking and, for us as trainers of science teachers, also involves a challenge facing education for sustainability. This implies encourage teachers to see the classroom as a complex system, which is mainly characterized by the interaction between the parts which compose it. In this context, a key issue in teaching and learning processes is the reflection on how to stake the assessment, because the assessment influence the whole and the whole influence the assessment. From this view, the assessment system must be configured through the dialogue with the values framework in coherence with planetary ethic and sustainability; aspect that modifies not only tits structure but also its function. In this paper we present a thoughtful theoretical analysis on the implication of the configuration of that assessment system on the classroom of science teachers. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence”. These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

The essay by Backhoff and Contreras published in issue 63 of Revista Mexicana de Investigación Educativa offers solid evidence of bias in the results of the enlace test. The authors conclude that the "inflation" of scores can be explained by "testing conditions and the consequences associated with scores". Both elements, which are not developed in the authors' work, are a reminder of the context of implementing teacher evaluations in recent years, by means of a system of political interactions between educational authorities and the teachers' union. This paper attempts to offer some explanatory elements of the relation between the Secretariat of Public Education and the National Union of Workers in Education, with regard to this subject. The guiding idea--which various authors have developed in depth--stipulates that for several decades, the form and content of basic educational policies in Mexico have arisen from such relations. [ABSTRACT FROM AUTHOR]

This paper is focused on the selfassessment trough e-rubrics. Rubrics as an instrument of self-assessment involve a process of reflection that can contribute to increase the involvement and awareness of their own achievements. Here we wanted to engage students from the design and creation of rubric through a collaborative process of building an e-rubric by the students and the teacher. In this study, undergraduate students of Pedagogy participated in an elective subject in their third year. It was developed in several stages in a semester: training for using e-rubrics, designing and construction of e-rubrics, using the e-rubric as a tool for self-assessment and filling a final questionnaire to collect their views. It's important to consider that when we work with innovative strategies of assessment, students have to know not only the features of the instrument but also they have to know the influence to improve their learning processes and they have to achieve the ability to incorporate it to their own skills as education professionals. As main result, students highlighted the importance of rubrics to guide their learning processes and to reflect about it and the capacity of rubric to predict their performance in the subject. [ABSTRACT FROM AUTHOR]

Some efforts to improve the quality of education are based on the idea that student performance improves if teacher uses formative assessment, but research is inconclusive about it. However, in many projects assessment practice has been characterized as formative or not considering only the presence or absence of previously specified behaviors, without considering finer aspects, such as the level of cognitive demand of content, or the way teachers give feedback. This paper summarizes the results of projects that explore in detail teachers' classroom assessment practices. The results will guide the design of tools to gather good quality information about teachers' practices. [ABSTRACT FROM AUTHOR]

This paper studies the inter-linguistic and intercultural comparability of subjective wellbeing during adolescence, as well as school satisfaction as a component of this well-being, using samples of 12 to 16-year-old from Brazil (n=1588), Chile (n=843) and Spain (n=2900). As subjective well-being indicators, two versions of the PWI (Cummins, Eckersley, van Pallant, Vugt, and Misajon, 2003) were adopted, one measuring well-being with different life domains, a single-item scale on overall life satisfaction (OLS). The six items on satisfaction with different facets of the school life, used by Casas et al. (2013), were included as subjective indicators of school satisfaction. The original version of the PWI (PWI7) and a longer version with 10 items (PWI10) are used. Both versions show a good fit in Confirmatory Factor Analysis using the pooled sample. Using multiple regressions analysis and Structural Equations Modelling (SEM), different options are considered and analyzed in order to estimate the most appropriate model to compare subjective wellbeing cross-countries, with school satisfaction included. An analysis of the results indicates that two multi-group SEM, which include the six items on satisfaction with different facets of school life related to a latent variable, and also related to latent variables PWI7 and PWI10, respectively, show good comparability between countries. Multiple regression analysis suggests that the most useful synthetic indicator on satisfaction with school life is satisfaction with your life as student. When this item is included in PWI7 or PWI10, internal consistency of each of the scales (PWI8 and PWI11) improves, and the respective multi-group SEM of these two psychometric scales show that variances, covariances and regressions are comparable between the three studied countries. This was not the case with the overall mean indices, which is probably due to the different answering styles of adolescents in each country. [ABSTRACT FROM AUTHOR]

In Colombia, try closing the digital divide has demanded incorporation perform various ICT strategies, "Computers for Schools" is one of them. ICT Ministry This program provides technology infrastructure to educational institutions and training for teachers to incorporate ICT pedagogical use, creating more favorable conditions for changing teaching practices, while promoting improvements in education and learning students. However, after years of intervention, is still in question: how evaluate "whether and to what extent" teaching practices changed in a "desirable"? This paper proposes an alternative idea for the evaluation of teacher training processes in ICT using a model that applied to extract evidence to answer that question and then promoted beyond mere appreciation of indicators, a deeper reflection on initial ICT training to teachers. [ABSTRACT FROM AUTHOR]

The sexenio de investigación or six-yearly research assessment was initially designed as a bonus to promote research among the Spanish university community. However, it has now lost its character as a productivity bonus and has become a requirement for pursuing a university career. In this new situation it is essential to have a transparent assessment process with objective criteria, known in advance, that reflect the particularities of different scientific fields. This paper examines the differences in research evaluation results in the areas of economics and business studies. It also compares them with other areas of social sciences and law, and so with other fields of knowledge. Based on the findings of this study, it concludes by analysing various reasons that suggest the advisability of undertaking a thorough review of the assessment methods, as well as some recommendations in this regard [ABSTRACT FROM AUTHOR]

This paper presents an analysis of classroom-based assessment by means of a discussion of its purposes, validity and reliability. To this end, its purposes were defined based on the stakeholders and concepts of quality; subsequently, validity and reliability criteria were posited in light of the nature of the educative process. The article proposes three types of strategies for appraising the validity and reliability of classroom-based assessments. [ABSTRACT FROM AUTHOR]

Background: Adapting tests across cultures is a common practice that has increased in all evaluation areas in recent years. We live in an increasingly multicultural and multilingual world in which the tests are used to support decision-making in the educational, clinical, organizational and other areas, so the adaptation of tests becomes a necessity. The main goal of this paper is to present the second edition of the guidelines of the International Test Commission (ITC) for adapting tests across cultures. Method: A task force of six international experts reviewed the original guidelines proposed by the International Test Commission, taking into account the advances and developments of the field. Results: As a result of the revision this new edition consists of twenty guidelines grouped into six sections: Precondition, test development, confirmation, administration, score scales and interpretation, and document. The different sections are reviewed, and the possible sources of error influencing the tests translation and adaptation analyzed. Conclusions: Twenty guidelines are proposed for translating and adapting tests across cultures. Finally we discuss the future perspectives of the guidelines in relation to the new developments in the field of psychological and educational assessment. [ABSTRACT FROM AUTHOR]

Corporate reputation is an important intangible asset of organizations which is created from the different stakeholders' perceptions and opinions. Employees have a decisive role in its construction and configuration, due to their continuous interaction with customers and other stakeholders. The aim of this paper is to examine how the reputation perceived by the teaching staff of education cooperatives has a positive and significant influence on the job satisfaction and job stability of these valuable employees and, in turn, influences the customers' perceptions of the quality of service they receive. To measure this, a reliable, valid tool for measuring the reputation perceived by teachers was developed through exploratory and confirmatory factor analysis. The results obtained support the hypotheses, which were tested by structural equation modelling. [ABSTRACT FROM AUTHOR]

Paper that suggests a horizontal reading of the results of the test PISA, in comparison to the vertical one that is done traditionally of the evidences that that one contributes, which attempts the construction of regional and microrregionales referents of educational evaluation, parting from real data that is confronted with diverse socioeconomic variables that permit to see the differences and resemblances that the states of Oaxaca, Tabasco and Veracruz present, regarding their degree of advance in the diverse competences evaluated, taking into account what each entity presented as a goal. Parting from the behavior of the previous evaluations and of the goals established by the governments of these states and the federal one, it establishes a prognosis on the level to achieve by Mexico, among the group of nations assessed, and by the states object of this surveillance. [ABSTRACT FROM AUTHOR]

Reform efforts in education systems in the United States and other countries place increasing emphasis on the promise of teacher evaluation systems to help complement traditional school-level accountability in improving classroom instruction and student learning. This paper offers a review of the key conceptual and methodological issues faced in measuring a construct as complex and multidimensional as teacher quality or effectiveness in the context of high-stakes accountability policies. The common methods of assessing teacher practice and performance are reviewed, along with approaches for using these different indicators in combination for formative and summative evaluation purposes. The focus here is on the validity of the inferences about teacher effectiveness that can be derived from these information sources, and the implications and potential consequences for education policy and the practice of implementing these systems in the field. [ABSTRACT FROM AUTHOR]

In a forum organized by the newspaper El Universal, Mexico with the participation of Fernando González Sánchez basic education secretary, Margarita Zorrilla Fierro director of the National Assessment of Education, Aurora Loyo Social Research Institute, Miguel Gil Antón researcher at the Colegio de Mexico and Olac Fuentes Molinar former undersecretary of Basic Education, among other findings exposed the poor results of educational assessment not become trendy to cast sixyear policy changes in this sector. This paper addresses the path we have followed the concept of educational evaluation and identifies the main factors that hinder its application in the problematic field of education, and it is also proposed a formative assessment from a constructivist perspective. [ABSTRACT FROM AUTHOR]

The paper analyses the students' assessment practices employed by the university teacher in the European Higher Education Area context. The objectives are to describe the evaluation practices and to identify the preferred evaluation model and its implementation at three of the Catalan Universities. The methodology consists of an administration of a face-to-face questionnaire to a sample of university professors. The results demonstrate that the assessment practices are still focused on the learning aspects and just a few teachers are involved in assessment by competences strategies. The interpretation of the results leads to a better understanding of the present scenario and suggests changes to improve the adaptation of the competencies evaluation model in the ECTS context. [ABSTRACT FROM AUTHOR]

This paper examines the academic performance depending on the evaluation and rating system used in the university. The sample under study consists of 30 subjects -taught by 35 professors to 2192 students from 7 different degrees at 14 universities of all Spain-. The results confirm that continuous assessment is the one that best results not only in terms of rate of return and success rate but also in terms of grades. [ABSTRACT FROM AUTHOR]

This paper presents an overview about the ICT applications in evaluation research. There isn't a balance of uses, or an analysis of its current impact, but rather seeks to make some remarks to serve as prospective. To this end, we analyze the use of ICT for different purposes: people assessment (students, teachers and other education stakeholders), program assessment and educational institutions and systems assessment. The conceptual position presented focuses on assessing the impact of ICT in research evaluation. We understand that the development of ICT is higher than their actual use, and requires thinking about the elements that we need to improve to produce ICT effective integration in these processes. [ABSTRACT FROM AUTHOR]

Evaluate progress, the sense of evaluation in the academic context of distance education is an argumentative essay in which they seek to make a contextualization of what the scientific community - academic assessment is understood by and in turn show how the evaluation process should be aimed at training institutions so that these processes have meaning and significance. We performed a comparative study of the treatment (4) four representatives of the scientific community - academic evaluation give to understand it. Methodologically, uses a type of descriptive research documentary research, having as a population of four (30%) of the twelve (100%) most significant and representative authors of the scientific community - academic, using content analysis as a technique for collecting and using four categories of analysis such as design, focus, relevance and application of evaluation in the academic context. The paper proposes to make the evaluation as ballistic, saying in all the functions it performs, this means not stay only in relation to student learning, but to an insight into the culture of evaluation as a process to improve quality of life and quality of education in a comprehensive manner contributing to the formation of human. [ABSTRACT FROM AUTHOR]