Brazilian National Assessment Data and Educational Policy: An Empirical Illustration

Autor/inn/en	Paget, Christine L.; Malmberg, Lars-Erik; Martelli, Dale R.
Titel	Brazilian National Assessment Data and Educational Policy: An Empirical Illustration
Quelle	In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 1, S.98-125 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1113929
Schlagwörter	Foreign Countries; National Competency Tests; Educational Assessment; Educational Policy; Middle School Students; Academic Achievement; Portuguese; Mathematics Achievement; Hierarchical Linear Modeling; Educational Resources; Developing Nations; Grade 4; Grade 8; Predictor Variables; Brazil + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Portugiesischunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsmittel; Developing country; Developing countries; Entwicklungsland; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; Brasilien
Abstract	In concert with other Latin American countries, Brazil has developed and implemented its own national assessment system for the purpose of monitoring, evaluating and improving their educational system. Prova Brasil is a census-based bi-annual assessment of Portuguese and mathematics achievement of middle school students in Brazil accompanied by four background surveys of students, teachers, principals and schools. This study uses the Prova Brasil assessment data to evaluate the Brazilian educational policy objectives of improved educational achievement through increased school resources using the North-Eastern state of Paraiba, one of the country's poorest regions, as a sample base. We analysed a sample of 166,354 students in 740 schools over three time points (2007, 2009 and 2011) and two grade levels (grades 4 and 8) separately. Predictor variables were entered hierarchically into two level multilevel models. The study found that infrastructure and academic resources significantly predicted Portuguese and mathematics achievement. This study contributes to the growing body of evidence that school resources have an impact on educational outcomes in the developing world, in contrast to the lack of evidence for impact in developed countries. The study is limited in a number of ways and therefore results should be interpreted with caution primarily due to the cross-sectional nature of the data, the voluntary and low-stakes nature of the testing, and the fluctuating student sample sizes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01