UNESCO emphasizes the importance of assessment culture for meeting 2030 Education goals

  • During the main forum at the third  Latin American Congress on Measurement and Assessment in Education (COLMEE 2018), the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) presented on the importance of follow-up and monitoring for achieving equitable quality education and lifelong learning.
  • Held in Uruguay, COLMEE 2018 focused on new domains and assessment methodologies. Like the previous versions held in Chile (2012) and Mexico (2015), the event was supported by the Latin American Laboratory for Assessment of the Quality of Education (Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación, or LLECE), which is located within OREALC/UNESCO Santiago.

May 11, 2018. –With the purpose of presenting and sharing knowledge about assessment and evaluation theory and practice and reflecting on experiences at the regional level, the third Latin American Congress on Measurement and Assessment in Education (COLMEE) was held in Montevideo, Uruguay. The main focus of the three-day event (May 10-12) was new domains and assessment methodologies in Latin American countries.

COLMEE 2018 was one of the leading events to report on progress in the development of the region’s assessment culture. It featured the participation of important academics and experts representing governmental, intergovernmental, and academic organizations from Latin America.

The conference was organized by Uruguay's National Institution for Education Evaluation (Instituto Nacional de Evaluación Educativa, or INEEd), the National Institute for Education Assessment (Instituto Nacional para la Evaluación de la Educación, or INEE) of Mexico, and the Pontificia Universidad Católica de Chile’s Measurement Center (MIDE UC).

The conference was supported by the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) through the Latin American Laboratory for Assessment of the Quality of Education (Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación, or LLECE), as was the case of the two previous versions (Chile, 2012; Mexico, 2015). OREALC/UNESCO Santiago also is part of the scientific committee that selected the research proposals presented at the conference and participated actively in its publicity.

UNESCO’s Participation

    Atilio Pizarro in the main forum of the event (second from left to right).

    LLECE General Coordinator Atilio Pizarro participated in the main forum of the event, which was entitled “Development and Educational Assessment Culture in Latin America.” The discussion also included specialists from the IDB, INEE, MIDE UC and the INEEd.

    Pizarro emphasized the connections between the conference’s main topic and the Laboratory’s current work in the context of the challenges of the Education 2030 (E2030) Agenda: “The results of performance-based assessments have consistently helped to strengthen the curriculum and its reformulations in terms of the sequencing, relevance and depth of content, as well as teaching methodologies. As such, LLECE’s work has been important because it has allowed for changes in education systems to be promoted and because it is the mechanism through which our region can address the challenges of E2030, particularly with regard to developing 21st century skills,” Pizarro stated.

    LLECE Project Management and Educational Research Specialist Francisco Gatica presented an exploratory and descriptive analysis on how the region’s curricula align with the concepts promoted through the E2030 Agenda on global citizenship education and education for sustainable development. As the basis for curriculum analysis, he also used the Fourth Regional Comparative and Explanatory Study (ERCE). “The main results suggest that some citizenship concepts are well represented in the curricula of some of the region’s countries, while there are significant differences in how the address concepts relating to sustainable development. This presents a major challenge in terms of continuing to move forward with covering the contents proposed for E2030,” Gatica stated.

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