ADIME Note on the publication of test results CDI
Wednesday, February 23, 2011
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NOTE ADIM
PUBLICATION OF RESULTS OF TESTS CDI
The Board of Directors of the Institute of Directors the Community of Madrid wants to show his bewilderment and anger over the publication, in the form of ranking, with the singular title of "Equity in the Secondary Schools of the Community of Madrid", the CDI test results performed by students of 3 of secondary past courses.
Making clear, first, that not opposed to external testing, our frontal rejection of publication of this list is motivated by:
1 .- The questionable statistical capacity of the Ministry of Education of the Community of Madrid, which is able to draw conclusions about equity without baseline data, since the tests do not take any parameters CDI context of the students, or families, or schools. No data is not possible to draw conclusions and least make a classification without considering the "value added" to provide the Centers.
From a technical point of view can not be said under any circumstances, equity is being measured. Or within the centers (averages are given but no measures of dispersion like standard deviation, the difference between percentiles, etc ... or between schools (should be balanced against the population examined in each center, study the variance attributable to socioeconomic differences, etc ...).
2 .- It is embarrassing to read that "has used the methodology of PISA.
More successful have been to say that we have used a similar scale to that of PISA. Just to name a few differences:
- The purpose of the test is different: not the same measure competence, ability to use learned in the resolution of situations of life, the acquisition of curriculum knowledge. So the tests are different. In PISA, the questions are not individual, unrelated, but are grouped into units. Each unit consists of a description of a problematic situation, what we call stimulus, and a few questions related to this stimulus, nothing to do with the structure of the CDI test. Not to mention the lack of care to develop and test that we saw in 2010.
- CDI is census test, while PISA is sample
- PISA tests are of great importance to the socioeconomic context students. The Commission does not collect evidence.
also does not indicate what was the procedure used for the transfer of skills, the centers that we deliver on a scale of 0 to 10, the classification presented. Thus, if as in PISA, which assigns the value 500 average, 237 schools have above average and 75 below.
- The PISA tests do not provide data on specific sites, they do.
striking that it is intended to measure the tendency of each school giving the score of the last two years. PISA measures trends but this ensures that the tests and therefore scores are comparable. To achieve this there are a number of units that remain in the tests over time (units of anchoring, which are jealously guarded to prevent its spread) that ensure proper comparison of the results
3 .- It is striking that talk equity, just as the results indicate the opposite:
- In PISA 2009 the maximum value of the three aspects studied is 600. In this classification reaches 693
- In PISA 2009 the minimum value of the three aspects studied is 314. In this classification reaches 414.
- In PISA 2009 the maximum range of scores is from 269 (in the Mathematics test.) In this classification reaches 279, which is 10 points higher than the difference in PISA which, remember, is comparing countries.
The conclusions made by the Council have little to do with reality. It conveys a satisfaction and complacency with the state of education in Madrid that do not share.
addition loosely stated, there are many possible perverse consequences of such classifications, some mentioned in many international reports:
a) Both the teachers and schools feel cheated, because when we started these tests, we were assured they would not be used for the manufacture of ranking.
b) may encourage fraud centers that can be encouraged to give false information.
c) contribute to creating an environment hostile to reject students with learning difficulties, which is an insidious form of segregation.
d) make the cooperation between schools in one area and the teamwork of teachers and other actors in an unsupportive and poorly understood search for personal recognition. Education is essentially a comprehensive community action and competition is not the best strategy for success of the system. We need "Competence centers", not "competition among institutions." This ensures the right of citizens to choose one or other facility
equal
e) can induce the activity of the Institutes focus particularly on the preparation of evidence, to the detriment of other aspects of education with a strong sense not covered in the standards of performance.
f) implicitly attribute all the responsibility centers of the results of their students, staying outside the Administration. It is obvious that the admissions process for students, or not to grant programs, faculty endowments, etc ..., exclusive jurisdiction of it, greatly influence on those outcomes.
is obvious that all schools want to improve the performance of their students, and for that we are carrying out improvement plans, which many times is not possible to implement with the resources provided. One might then ask what is the commitment that the Administration takes to improve education?. The goal of any assessment, especially in the compulsory stages, should be to improve processes and outcomes "of all students."
A lamentable example, and not isolated, it is the Priority Point Plan, promoted by the Ministry, which mobilized a large number of schools and teachers, who got very significant improvements, and has been allowed to languish until almost die. Educational Administration once again promotes actions to, depending on the charge of the day, leaving in the lurch who have put forward, work and hours of your time on the project.
addition, and finally, all this seems to ignore, at least, the spirit of Article 144.3 of the Organic Law of Education, which literally says:
"is for the regular education authorities how the results of these diagnostic evaluations performed by centers and action plans arising from them, should be made aware of the educational community. In any case, the results of these evaluations may be used to establish classifications of schools. "
Madrid, February 2011
In Orcasur EDUCATION:
- Education Counseling filters to El Pais, once again the classification of primary schools
- For the unity of the education system!
- Vida y muerte del gran sistema de educación estadounidense: Cómo los exámenes y la libre elección perjudican a la educación
- Los Institutos bilingües de la Comunidad de Madrid. Más vale cooperar que competir.
- Pygmalion en la escuela. Las expectativas del maestro y el desarrollo intelectual del alumno
- Una educación de calidad para todos y entre todos
Gracias a ADIMAD y a su presidente. Una nota, simplemente, sensata y oportuna.
COOPERATE TO COMPETE BETTER.
believe in a school that works for social justice, to awaken the dreams of our youth, to cultivate solidarity, hope and desire to learn, teach and transform the world 
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