Developing the Enabling Context for Student Assessment in Chile, Updated Edition

Developing the Enabling Context for Student Assessment in Chile, Updated Edition

Developing a strong assessment system is a priority for many countries. But where should they start? This paper describes the journey experienced by Chile to develop the enabling context (policies, institutions, and human and fi...

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Bibliographic Details
Main Author:	Ramírez, María-José
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2014
Subjects:	ACADEMIC EVALUATION ACADEMIC YEAR ACCESS TO INFORMATION ACCESS TO UNIVERSITIES ACCREDITATION ACHIEVEMENT ADMISSION POLICIES APTITUDE ASSESSMENT CENTER ASSESSMENT GUIDELINES ASSESSMENT OF EDUCATION ASSESSMENT SYSTEM ASSESSMENT TRAINING ATTENDANCE RATES AUTONOMOUS UNIVERSITIES CAPACITY BUILDING CAREER CAREER OPTIONS CHOICE QUESTIONS CITIZENSHIP EDUCATION CLASSROOM CLASSROOM LEVEL CLASSROOMS COGNITIVE SKILLS COMPARATIVE EDUCATION COMPUTER SKILLS COMPUTER SPECIALISTS CURRICULAR REFORM CURRICULAR REFORMS CURRICULUM DATA PROCESSING DECISION MAKING DISSERTATION ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION AID EDUCATION BUDGET EDUCATION COMMUNITY EDUCATION REFORM EDUCATION SECTOR EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL OPPORTUNITIES EDUCATORS EFFECTIVENESS OF EDUCATION EXAMINATION BOARD EXAMINATION FEES EXAMINATION OFFICE EXAMINATION RESULTS EXAMINATION SCORES EXPENDITURES EXTERNAL EXAMINATIONS FIELD WORK FORMATIVE ASSESSMENT GLOBAL KNOWLEDGE GRADE INFLATION GRADING SYSTEM GRADUATE DEGREES GRADUATE STUDIES GROUPS OF TEACHERS HIGH SCHOOL HIGHER GRADES HUMAN DEVELOPMENT HUMAN RESOURCES INFORMATION LITERACY INFORMATION TECHNOLOGIES INSTITUTIONAL CAPACITY INSTRUCTION INTERNATIONAL STUDENT ASSESSMENT INVESTMENT IN EDUCATION LEADERSHIP LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING STANDARDS LITERACY LITERATURE MARKS MATHEMATICS MINISTRY OF EDUCATION MODERATION MULTIPLE CHOICE NATIONAL ASSESSMENT NATIONAL ASSESSMENTS NATIONAL CURRICULUM NATIONAL EDUCATION NATIONAL EDUCATION COUNCIL NATURAL SCIENCES NEW UNIVERSITIES NUMBER OF STUDENTS OFFICIAL CURRICULUM ON THE JOB TRAINING PAPERS PASSING SCORE PEDAGOGICAL SUPPORT PHYSICAL EDUCATION PRIMARY EDUCATION PRIVATE UNIVERSITIES PRIVATE UNIVERSITY PROFESSIONAL DEVELOPMENT PROFESSIONAL STAFF PROFESSIONAL WORK PROFESSORS PSYCHOMETRICS PUBLIC AWARENESS PUBLIC EXPENDITURES PUBLIC SCHOOLS PUBLIC UNIVERSITY QUALITY ASSURANCE QUALITY CONTROL QUALITY OF EDUCATION SCHOLARSHIPS SCHOOL ADMINISTRATION SCHOOL CLASSROOMS SCHOOL CURRICULUM SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL SUPERVISORS SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOL TEACHERS SCHOOL YEAR SCHOOLS SCIENCE STUDY SCORES SECOND LANGUAGE SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL CURRICULUM SECONDARY SCHOOL GRADUATES SECONDARY SCHOOLS SOCIAL DEVELOPMENT SOCIAL SCIENCES SPECIAL NEEDS STUDENT ASSESSMENT STUDENT ASSESSMENT SYSTEMS STUDENT ASSESSMENTS STUDENT ENROLLMENT STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT PERFORMANCE ASSESSMENT STUDENT WORK SUBJECT AREAS SUBJECT MATTER SUMMATIVE ASSESSMENT TEACHER TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHING TECHNICAL QUALITY TERTIARY EDUCATION TEST DESIGN TEST SCORES TEXTBOOK TRADITIONAL UNIVERSITIES TRAINING COURSES TRAINING PROGRAMS UNIVERSITIES UNIVERSITY ADMISSION UNIVERSITY ENTRANCE UNIVERSITY ENTRANCE EXAMINATION UNIVERSITY ENTRANCE EXAMINATIONS UNIVERSITY LEVEL UNIVERSITY PROGRAMS UNIVERSITY STAFF VALIDITY
Online Access:	http://documents.worldbank.org/curated/en/2012/01/16716005/developing-enabling-context-student-assessment-chile http://hdl.handle.net/10986/17473

Description
Summary:	Developing a strong assessment system is a priority for many countries. But where should they start? This paper describes the journey experienced by Chile to develop the enabling context (policies, institutions, and human and fiscal resources) for its large scale assessment program, its university entrance examinations, and classroom assessment activities. Countries aiming to develop their assessment system may draw valuable lessons from this case study, most importantly the following: (i) developing the right enabling context is a long term process that builds on gradual changes; (ii) stakeholders should be represented in the governance of the assessment unit; (iii) while different institutional arrangements are possible for an assessment unit, it is important that the unit is accountable and autonomous to make technical decisions; (iv) countries need to develop local capacity in assessment; and (v) countries need to anticipate the pressure the expansion of the education system will put in the assessment system, especially in the university entrance examinations. Countries that can benefit from these lessons will be in a better position to continue on the journey of strengthening their enabling context for an effective assessment system.

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