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Levelling the playing field: assessing through equity the quality of Chilean schools

公平竞争环境：通过公平评估智利学校的质量

基本信息

批准号：
ES/P009611/1
负责人：
Bernardita Muñoz-Chereau
金额：
--
依托单位：
University of Bristol
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP009611%2F1
关键词：
Levelling playing field assessing through

项目摘要

This proposal builds on my PhD "Searching for fairer ways of comparing Chilean secondary schools performance: a mixed methods study investigating contextual value added approaches" (Muñoz-Chereau, 2013a). My research found that pupil intake and contextual features in Chilean secondary schools exert a very powerful influence on students' performance. Therefore, accounting for prior achievement, student background and school context, provides an estimation method that seeks to correct for the extremely unequal Chilean educational playing field. Due to the fact that pupils and teachers are not distributed randomly in Chile, individual student characteristics, are considered to be potentially confounded with those associated with classes or schools groups (Raudenbush & Bryk, 2002). This has proved especially true in the Chilean educational system (Manzi et al, 2011; Meckes & Bascopé, 2012). Given that value added is a technique designed to make fair comparisons between schools (OECD, 2008) by adjusting for various background factors and prior attainment by the individual child, my research challenges the routinely applied rankings implemented in Chile to assess school performance; develops value added models using Chilean secondary schools' data, and uses those results to identify schools practices associated with better performance. Its dissemination will deliver new insights into the quality of Chilean schools; increase local awareness that different 'value added' indicators are needed to assess the quality of schools, and provide methodological tools coupled with evidence-based descriptions of effective schools.The aim of the fellowship is to improve education -primarily in Chile and potentially in other ODA listed countries in the region such as Argentina- by applying an equity lens when assessing students' performance using value added models. This is needed because although Chile in the last decade has reached the highest per capita average income in the Latin-American region (EEA, 2007), its wealth distribution remains one of the most unequal in the world (Zahler, 2011). Distribution of wealth and its associated inequality, vulnerability and social exclusion remain a serious concern in Chile (OECD, 2011). In this context education is a key element to stop perpetuating inequalities and support sustainable development goals, and the assessment of schools performance plays a crucial role. During the fellowship, I will carry out activities described in detail in the work plan, including: building on the impacts of the PhD; collaborating with users; disseminating research findings and further extending my publications track record. I will also apply my research related skills, seek opportunities to improve my academic/career development; and conduct additional research directly linked to my PhD.The outcome of the proposed activities will support social cohesion and will work against educational segregation by describing a more favourable picture of schools that educate pupils coming from more disadvantaged socioeconomic backgrounds. This will help shifting the debate from type of school (public/private), to teaching and quality of school practices. Given that this is not part of the current national assessment framework, Chilean educational policies and practices oriented to tackle educational inequalities will be enhanced and supported. Moreover, recent educational reforms concerning a new evaluation system for schools (Sistema de Evaluación y Orientación del Desempeño de los Establecimientos y sus Sostenedores) as well as a reform for supporting public education (Sistema de Educación Pública) currently under discussion in Parliament, makes this proposal a timely contribution to inform and support these new developments. Finally, by combining equity and quality, Chilean educational system will be provided with information to become a fairer educational system.

这一建议建立在我的博士学位“寻找比较智利中学成绩的更公平的方法：调查背景增值方法的混合方法研究”（Muñoz-Chereau，2013年a）。我的研究发现，智利中学的学生入学率和背景特征对学生的表现产生了非常强大的影响。因此，考虑到以前的成绩、学生背景和学校环境，提供了一种估计方法，试图纠正智利教育领域的极端不平等。由于智利的学生和教师不是随机分布的，学生的个人特征被认为可能与班级或学校群体的特征相混淆（Raudenbush和Bryk，2002年）。这在智利的教育系统中尤其如此（Manzi等人，2011年; Meckes和Bascopé，2012年）。鉴于增值是一种技术，旨在通过调整各种背景因素和个别儿童先前的成绩，在学校之间进行公平的比较（经合组织，2008年），我的研究挑战了智利实施的常规应用排名，以评估学校的表现;开发增值模型使用智利中学的数据，并使用这些结果来确定学校的做法与更好的表现。它的传播将使人们对智利学校的质量有新的认识;提高地方对评估学校质量需要不同“增值”指标的认识，该奖学金的目的是改善教育--主要是在智利，也可能在该地区其他官方发展援助名单上的国家，如阿根廷--在使用增值模式评估学生的表现时，采用公平透镜。这是必要的，因为尽管智利在过去十年中达到了拉丁美洲地区最高的人均平均收入（EEA，2007），但其财富分配仍然是世界上最不平等的国家之一（Zahler，2011）。财富分配及其相关的不平等、脆弱性和社会排斥仍然是智利的一个严重关切问题（经合组织，2011年）。在这方面，教育是制止不平等现象长期存在和支持可持续发展目标的一个关键因素，对学校业绩的评估发挥着至关重要的作用。在奖学金期间，我将开展工作计划中详细描述的活动，包括：建立博士的影响;与用户合作;传播研究成果并进一步扩大我的出版物记录。我也将运用我的研究相关的技能，寻求机会，以提高我的学术/职业发展;并进行额外的研究直接与我的博士学位拟议活动的结果将支持社会凝聚力，并将通过描述学校，教育来自更不利的社会经济背景的学生更有利的图片反对教育隔离。这将有助于将辩论从学校类型（公立/私立）转向教学和学校做法的质量。鉴于这不是当前国家评估框架的一部分，智利将加强和支持旨在解决教育不平等问题的教育政策和做法。此外，最近的教育改革涉及新的学校评估制度（Sistema de Evaluación y Orientación del Desempeño de los Establecimientos y sus Sostenedores）以及议会目前正在讨论的支持公共教育的改革（Sistema de Educación Pública），这一建议及时有助于通报和支持这些新的发展。最后，通过将公平与质量相结合，将为智利教育系统提供信息，使其成为一个更加公平的教育系统。