INFORME OCDE SOBRE REINO UNIDO INCLUYE DEMOLEDORAS CONCLUSIONES SOBRE EDUCACIÓN



Informe OCDE-UNITED KINGDOM

A PESAR DE GASTAR MÁS EN EDUCACIÓN, LOS RESULTADOS DE PRUEBAS INTERNACIONALES NO HAN MEJORADO Y LAS EVALUACIONES INTERNAS PUEDEN ESTAR RESULTANDO CONTRAPRODUCENTES

– A pesar del aumento de gasto en educación en RU en los últimos 10 años, la mejora en los resultados ha sido limitada.

– Los resultados PISA, sobre competencias del alumnado de 15 años, se han estancado y van por detrás de los que mejor rinden como Finlandia, Korea y Países Bajos.

– El uso del “benchmarking” está más extendido en el RU que en cualquier otro país de la OCDE, pero los tests pueden producir incentivos perversos.

– Los datos demuestran que la mejora en los exámenes de grado no casa con los indicadores independientes de rendimiento, lo que sugiere que existe una inflación de grados.

– El centrarse en los tests incentiva el “aprender para el test” y puede llevar a la negigencia en las habilidades no cognitivas.

“Despite sharply rising school spending per pupil during the last ten years, improvements in schooling outcomes have been limited in the United Kingdom. Average PISA scores, measuring cognitive skills of 15–year olds, have been stagnant and trail strong performers such as Finland, Korea and the Netherlands. The use of benchmarking in England is more widespread than in virtually any other OECD country. Transparent and accurate benchmarking procedures are crucial for measuring student and school performance, but “high–stake” tests can produce perverse incentives. The extensive reliance on National Curriculum Tests and General Certificate of Secondary Education (GCSE) scores for evaluating the performance of students, schools and the school system raises several concerns. Evidence suggests that improvement in exam grades is out of line with independent indicators of performance, suggesting grade inflation could be a significant factor. Furthermore, the focus on test scores incentivises “teaching to tests” and strategic behaviour and could lead to negligence of non-cognitive skill formation.”

Para evitar esto, el gobierno debería:

“To address these shortcomings the government should:
 Further develop value–added indicators of schools’ educational output to provide more relevant information to parents, students and regulators.
 Increase the emphasis within inspection on teaching and learning including through more lesson observation and assessment of pupils’ work, so that inspectors consider this evidence alongside attainment data in reaching their judgements on the effectiveness of schools.
 Develop methods to measure educational outcomes through independently collected data as a complement to grades and test scores.
 Ensure that universities and employers have a greater say in qualification content and procedures (A–levels and GCSEs).”

Utzi erantzun bat

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