DR. RENAN RAPALO CASTELLANOS

M O S C U, R U S S I A , J U N E 2 0 , 2 0 1 3

Using the results from international assessment

studies: The Case of Honduras

HONDURAS

Honduras is just 2 hrs awayfrom the USA.

Facts & Figures Population: 8.2 millionTotal area: 112,492 sq kmLANGUAGE• Spanish is our main language. But, English

is widely used as second language.

GOVERNMENT SYSTEM • Democracy: Elections every 4 yearsMain Problems:

– Poverty: 66%– Low levels of education– Unemployment– High crime

General overview of the education system

Key education indicators

Indicator Value (2011)

Average years of education 7.4

Literacy rate (15+) 15.4

Net enrollment rate (pre-basic level)

45.7

Net enrollment rate (primary) 88.1

Net enrollment rate (III cicle basic)

39.2

Net enrollment rate (secondary) 27.8

Net enrollment rate (higher education)

17.0

Primary completion rate 79.4

Repetition rates in basic education 9.6

Average achievement in math (6th grade)

39

Average achievement in language (6th grade)

45

Expenditure in education as % of GDP

7.4

Student assessment activities in Honduras

National Large Scale Assessment National assessment of the quality of education

(samples in 3º and 6º grades).Large scale international Studies

SERCE (Latin America, 1997) TIMSS (2011) PIRLS (2011) TERCE (Latin America, 2014)

Classroom assessment (by teachers)

Why participate in international studies

Not for the horse raceFor a more effective educational planning and

reformTo strengthen our national testing systemTo have a one-to-one comparison

performance with other countries To encourage research into the factors that

affect the quality of educationTo improve the quality of education in the

country

Results in TIMSS & Pirls (2011)

6º 9º 6º 9ºTIMSS 396 338 432 369PIRLS 450

Math ScienceAverage Achievement in TIMSS and PIRLS, 2011

General use of the assessment results

To generate a public debate about the quality of education in the country (new education law)

To compare where we are in relation to other similar countries

To validate the results generated for the national evaluation system

Use them as a valid evidence for decision- makingAllow for informed benchmarkingImprove the overall quality of the education systemTo know the factors that most affect the students

performance in the country vis a vis other countries

Specific uses of the Assessment information

1. Knowing the learning levels of students Knowing whether the Honduran students learning outcomes are improving and why or why not? Knowing if Honduran students are acquiring the knowledge

skills as identified in the national education strategy2. Monitoring the impact of reform

Used as baselines to test the education reform programs Diagnosis of the education system

3. Providing feedback to schools and teachers to improve pedagogy and learning (teacher training and curriculum reform)

4. Providing valid feedback to international donors

Challenges in the participation and use of international achievement results

The horse racing exploited negatively by the mediaThe measuring scale is too high for our studentsLack of financial and human resourcesLimitations in the generalizability of resultsConstant changes of key personnel in the ministry

of educationLack of specific policies and mechanism to use the

results at the local or school level Very few other Latin American countries are

participating in the IEA studies

CONCLUSION

In Conclusion: There is a lot of data obtained through the national and international large scale studies in Honduras. However, their use is still very limited for policy and decision making we are also a long way for using them to reward high performing schools/teachers or impose sanctions on low performing schools/teachers.

Thank you!Спасибо!¡Gracias!