OECD Reviews of Evaluation and Assessment in Education: Mexico 2012

image of OECD Reviews of Evaluation and Assessment in Education: Mexico 2012

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.



School evaluation

There is no well-established, systematic approach to school evaluation in Mexico. School-level aggregated data, including results in ENLACE assessments, provide general information on student performance against state and national averages, but not on the context faced by schools. Schools are encouraged to engage in self-evaluation and advice and instruments are provided nationally. Involvement is voluntary except in those cases where the school takes part in one of the federal education programmes, such as the Quality Schools Programme. No systematic external school evaluation exists. There is a long-established tradition of oversight of school work by supervisors and other personnel external to the school, but their role has been largely associated with ensuring schools’ compliance with regulations and other administrative tasks. Particularly positive features of school evaluation include the increasing policy attention to school evaluation; the growing emphasis on training in school leadership; the support for school self-evaluation provided at the federal level; the potential of existing human resources to evaluate schools and promote improvement; and the potential of the new management information system (RNAME) to include both quantitative and qualitative evaluative statements at individual school level. The key challenges for Mexico are to improve the role and function of supervisors; introduce more systematic school-level evaluation; build capacity among directors, other school leaders and school supervisors; ensure more focus on the quality of learning and teaching and not only outcomes in tests; provide greater levels of autonomy to schools; improve the appraisal of school leaders; and establish clear lines of accountability for the ways in which that autonomy is exercised.


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