OECD Reviews of Evaluation and Assessment in Education: Mexico 2012

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This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Mexico.



Education system evaluation

The Secretariat of Public Education (SEP) is responsible for the overall monitoring and evaluation of the education system with the support of the National Institute for Educational Assessment and Evaluation (INEE). A range of tools are used to monitor performance of the education system. Information on student learning outcomes is collected from Educational Quality and Achievement Tests (EXCALE) at the end of pre-primary education and in grades 3, 6, 9 and 12 covering Spanish, mathematics, natural sciences and social sciences. The monitoring system also includes a range of statistics on education based on snapshot data collected from schools on a standardised format. These are the basis for annual publications with system-level indicators on education. Also, international benchmarks of student performance provided by international student surveys such as PISA have been influential in driving policy development at the system level. Individual states complement national level initiatives with their own approaches to the evaluation of their sub-system and some have created an evaluation institute. Particularly positive features of system evaluation include the attention it receives within educational policy; the well established national statistics and registry system; the existence of credible system-wide information on student learning outcomes; the autonomous perspective of a national institute dedicated to education system evaluation; and the significant efforts to systematically undertake programme evaluations. However, system evaluation is faced with a number of challenges. These include the room to better exploit system-level information; the limited internal accountability of states; the need to strengthen the relevance of EXCALE; the limited attention to thematic studies; some data gaps in the national monitoring system such as the socio-economic context of schools; and the non-systematic use of programme evaluation.


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