Editorial

This new issue of the LLECE Newsletter comes out at the same time that the Third Regional Comparative and Explanatory Study (TERCE) is beginning to be implemented. Thus, our work is focused on ensuring that the results of the study accurately show the learning achievement levels of students in the region. That way, we will have a clear diagnosis of the educational challenges and opportunities that we face.

An intense process of learning and enhancement preceded implementation. To this end, the most recent gathering took place in Lima (6 and 7 June) in the form of a seminar on the correction of open–ended items. These corrections are necessary, in order to estimate the scores obtained by students who participate in the evaluation of education, and to ensure a high level of score comparability for this regional test.

In our usual section of interviews with LLECE national coordinators, we present David Otero of Guatemala. David tells us how the evaluation of education is conducted in Nicaragua, and at what stage TERCE implementation is in that country.

Since education quality has multiple dimensions, in this issue you will find several articles related to the assessment of soft and/or non–cognitive skills. The Director of UNESCO’s Regional Bureau for Education in Latin America and the Caribbean, Jorge Sequeira, addresses the significance of non–cognitive skills in post–2015 education. Additionally, Henry Levin (Columbia University) analyzes the limits of test scores comparisons; Stéphan Vincent–Lancrin (OECD) explores the concept of skills for innovation; and Marina Bassi (IADB) expands on education and socio–emotional skills.

If you wish to write an article on quality and learning assessments, please send us your contribution to: comunicaciones.santiago(at)unesco.org

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