Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)

Autor/in	Schmelkes, Silvia
Titel	Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
Quelle	In: Education Policy Analysis Archives, 26 (2018) 52, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Educational Assessment; Indigenous Populations; Educational Quality; Protocol Materials; Standardized Tests; Test Bias; Cultural Differences; Language Tests; College Entrance Examinations; Preservice Teacher Education; Qualitative Research; Teacher Effectiveness; Teacher Evaluation; Evaluation Research; Evaluation Methods; Intercultural Programs; Formative Evaluation; Barriers; Mexico + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Sinti und Roma; Quality of education; Bildungsqualität; Unterrichtsprotokoll; Standadised tests; Standardisierter Test; Testkritik; Kultureller Unterschied; Language test; Sprachtest; Aufnahmeprüfung; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Evaluationsforschung; Mexiko
Abstract	The National Institute for the Evaluation of Education (INEE) in Mexico has begun to meet the challenges in evaluating indigenous children and teachers and the educational programs and policies targeted to them. Several evaluation projects are described in this paper. One is the "Previous, Free and Informed Consultation of Indigenous People," which focuses on quality of education they receive. A second is the design of a protocol for reducing cultural and linguistic bias in standardized tests, which requires oversampling of indigenous students and the involvement of anthropologists, linguists and indigenous teachers in item development. A third is an indigenous language evaluation for candidates for entry into the teaching profession, which they must pass before they can work in indigenous schools. A fourth is the development of a qualitative instrument for evaluating teacher performance. The instrument asks evaluated teachers to contextualize their planning; scorers decide whether the plan is adapted to the cultural context and the characteristics of the children. The projects described are only a starting point. In the near future, several dilemmas, such as the apparent trade-off between contextualization and quality, have to be faced and solved. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01