38,000 Canarian students take the language and mathematics exam in the first major evaluation of the Lomloe
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Between April 29 and May 24 the 38,000 students who are in fourth grade and second year of ESO in the Canary Islands They will take tests that will measure their skills in linguistic and mathematical communication.
It will be the premiere of the census diagnostic evaluation contemplated by Lomloe, the new educational law, and whose objective is «have a diagnostic tool that allows us to detect how the students are doing and since there are two courses left in each case until the end of the stage, it gives time to determine reinforcement measures for those who are falling behind, that is the reason for doing it in these courses,” explains José Saturnino Martínez, director of the Canarian Agency. of University Quality and Educational Evaluation (ACCUEE), in charge of coordinating the tests in the archipelago.
The 17,600 schoolchildren of Primary 4 will be examined between April 29 and May 10 and the 20,600 of second year of ESO they will do it from May 13 to 24. It will be carried out in all centers – public, subsidized and private – that are governed by the Spanish educational system.
«They are not tests that allow students to be classified, but rather They are aimed at developing the full potential of each student; At the educational center level, the results will also be used for their improvement plans,” adds Martínez.
The exams will be digital, since an ACCUEE study carried out in the 2021-22 academic year on the possible impact of taking the tests in this format or on paper concluded that “there are no substantial differences in the results”.
Context questionnaires
In addition to carrying out these tests, students, families, teachers and management of the educational centers will complete some context questionnaires, in which information is collected about the socioeconomic and cultural reality of the schoolchildren, the climate of the educational centers and other aspects. of the teaching and learning process.
«If you see how the student is doing but you do not take into account what the context is, there are difficulties in knowing exactly what is happening, because the educational result of a student partly depends on him, on his effort or ability, but also of the support or supervision they have,” explains Martínez.
And this additional information “contributes to refine the diagnosis of educational difficulties and make improvement plans more tailored to the specific needs of each student or each center», adds the person in charge of ACCUEE.
The law indicates that in this evaluation, which will be repeated every year from now on, “at least the degree of mastery of linguistic communication competence and mathematical competence will be verified,” but it leaves the door open for communities They also decide to take foreign language, social and science exams.
According to Saturnino Martínez, this first major evaluation of the Lomloe “has many differences” with the tests in the international PISA report. “There are people who call it that at the Spanish level because it will be a way of knowing if the students are behind or not, but removing that there are many differences,” he points out.
They are tests adapted to what is being studied in the Spanish curricula and they will not be the same throughout the State: Each autonomous community will prepare its own based on a common general framework.. “This is the first year that it will be done and each community will have a reference point with itself, but they are not strictly comparable between communities,” says the director of the ACCUEE.
This first major evaluation of the Lomloe that debuts this year “They are diagnostic and improvement tests”, insists the educational expert. “As each student will have the result of the test, schools, teachers and families have an element to place where that student is and see where they need to reinforce, that is really the objective of the tests,” adds Ramírez. .
This evaluation, by its design, “should not at any time be a ranking” or encourage comparisons, “which in the end is what everyone is doing with reports like PISA,” says the sociologist. In this sense, the fundamental difference with the international report, according to the director of the ACCUEE, “is above all that the educational community has a diagnostic and improvement tool, not data to make a ranking.”
Another system evaluation
The fourth year of primary school and the second year of ESO It is not the only evaluation that the new educational law contemplates. There will be another, this sample – only a part of the students will do it – in the sixth year of primary school and the fourth year of ESO, the final years of the educational stages.
This is what the law calls General System Evaluation –it is expected to be released in 2025– and the tests will be the same throughout Spain. «This evaluation that will be done later is a little more similar to PISA, because they are samples and “What we want is to have a diagnosis, but here it is no longer the responsibility of the students, but of the educational system.”explains Saturnino Martínez.
In this general evaluation “what is sought is to know if more or less the students as a whole are meeting the objectives of the stage when they are about to finish it,” adds the person in charge of the Canary Islands Agency for Educational Evaluation.
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