Training

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Educational evaluation processes are consolidated naturally in the educational and social system if they are informed by rigorous methodologies, training and clear to those concerned of the results and will establish concrete plans for improvement of information.

The Monitoring and Assessment Unit offers courses and seminars to learn the importance, objectives and evaluation purposes, and to become familiar with the use of different techniques and methodologies, all with a special focus on the educational sector.

The training program is designed and taught by experts in evaluation. It may be taken in modules or as a complete course, depending on interest and availability of participants.

 

Observation and Exploration

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Education progresses thanks to the contribution of those who generate knowledge and propose solutions; those who have the tools to measure the effects of educational innovation; those who take decisions based on evidence, with a view to quality and equal opportunities.

The choice of strategy and observation technique uses procedures, descriptive and / or qualitative information gathering, describe situations and hypotheses about phenomena or variables involved in the diagnosis and evolution of the education system.

There are many techniques and tools to explore whether there is, on first examination, some correlation rather than causality, between the actions taken and the results obtained. To do this, the unit adapts these techniques and instruments to the objectives pursued:

• Traditional assessments “before - after”, “with program - no program".
• Surveys, case studies, interviews, focus group setting, description of the population after intervention and the search for relationships between variables that have intervened in the process.
• Studies on efficiency management of the centers.
• Monitoring schools and identifying best practices.
• Analysis and review of previous evaluations of interventions: validation of conclusions and supporting arguments.

 

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WHAT OUR EXPERTS ARE WORKING ON

• Arriving at a better understanding of our ecological culture.
• Levels of expectation and satisfaction of families regarding the provision of educational services.
• Non-cognitive skills and their impact on school achievement.
• School leadership and task management centers.
• The cost of schooling.
• The role of the teaching profession: recruitment, training and professional career.

 

OUR EXPERIENCE IN OBSERVATION AND EXPLORATION

Reviews of the Spanish on their universities (Spanish)
The Spanish university community thinks about (Spanish)
The prestige of the teaching profession: perception and reality (Spanish)
Intercultural dialogue in Spain: a requirement of education and a culture of peace (Spanish)

Evaluation of the impact

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The monitoring and evaluation of educational policies, systematically carried out, should be the fundamental tool to achieve the objectives of improving results and achieving greater transparency.

On many occasions, education authorities or schools themselves want to undertake specific measures for improvements in education or certain services they provide. However, problems arise when determining whether the resources provided and activities have been a significant change in the indicators of interest of the beneficiaries. This will be possible if the design or implementation or expected impact of policies or programs are associated with a comprehensive evaluation plan. To this end, the organization proposes different techniques and instruments:

 

PRE-EVALUATION DESIGN

This technique is based on a comprehensive experimental program design before implementation, so it can be later evaluated under the highest standards of academic rigor. In addition, the design allows a redefinition of quantitative and qualitative objectives of the program to help improve their development.

 

PILOT PROGRAMS ROLL-OUT

The idea of carrying out a pilot is to know if the program works effectively, and what its strengths and weaknesses are in a small group of beneficiaries. It is a tool that allows innovations in schools and institutions, is more affordable, in terms of investment and economic resources, and should be a preliminary step to extend or replicate the program.

 

IMPACT EVALUATION

Causal inference techniques can be applied after a detailed study of the intervention is carried out after a detailed study of the program and available information to determine how it can be evaluated. Such methodologies allow us to demonstrate causality if there is selection bias, i.e. if the groups being assessed (treated or experimental) and control groups, for some reason, have on average, the same characteristics.

 

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WHAT OUR EXPERTS ARE WORKING ON

Evaluating proposed designs for public and private entities to measure the impact of different educational intervention programs.

 

OUR EXPERIENCE IN EVALUATION

• Trilingual Education Framework Project. Basque government.
• Evaluation of financial education program in compulsory education. Bank of Spain and CNMV.
• Diagnostic Evaluation 2013 in the autonomous cities of Ceuta and Melilla. Ministry of Education, Culture and Sport.
• Design analysis of the diagnostic evaluation 2012 and contributing instruments and additional resources for implementation 2012-2013 4th grade and 2nd of ESO. Government of Cantabria.
• Advice and support for the operation and communication studies and international assessments. Ministry of Education, Culture and Sport.
• Design, development of tools and analysis of results of diagnostic evaluation of schools of the Community of Madrid. 2009-2011.
• Model census evaluation competency in reading comprehension and mathematics for 4th Primary and 2nd of ESO. 2011. Educational Institution SEK.
• Advice for improving assessment models of the educational system of the Generalitat Valenciana. 2008-2009. the Fundació per la Qualitat Valencia de l'Educació.
• Assessment for the design of a project to create the Institute for Evaluation of the Region of Murcia. Review and analysis of the results of diagnostic evaluations. 2009.
• Presentation to all CCAA and INEE value-added models for the evaluation of skills acquired at different stages of the compulsory system.