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

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Title: Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
Language: English
Authors: Schmelkes, Silvia
Source: Education Policy Analysis Archives. Apr 2018 26(52).
Availability: 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
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: 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
Geographic Terms: Mexico
ISSN: 1068-2341
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.
Abstractor: As Provided
Number of References: 10
Entry Date: 2018
Accession Number: EJ1176518
Database: ERIC
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  Data: Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. Apr 2018 26(52).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
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  Data: 1068-2341
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  Data: 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.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Protocol Materials
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Test Bias
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      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Evaluation Research
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Intercultural Programs
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Mexico
        Type: general
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      – TitleFull: Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
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