National large-scale assessments and access to higher education: perspectives in American and European countries

Authors

Keywords:

evaluation, standardized tests, secondary education, America, Europe

Abstract

The article analyzes national standardized exams applied to secondary school students in American and European countries. Specifically, it is dedicated to the year of creation, the agents responsible for its management. Of a qualitative nature, it is configured as a documentary and exploratory investigation that assumes the official documents of 21 exams applied in 37 countries. The results show three aspects: a) the culture of the exams has been formed over more than two centuries, starting in European countries; b) the existence of the same exam in different countries; c) most of them are managed by government agents. It concludes that the standardized exams have the following purposes: to be a tool to help in the evaluation of the school's pedagogical practices; certify the learning of students at the end of secondary education; and enable access to upper secondary or university careers.

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Author Biographies

  • Pablo Mattos Santos, Federal University of Espírito Santo

    Master's Degree in Physical Education from the Federal University of Espírito Santo (UFES) - Brazil. He is currently a member of the Institute for Research in Education and Physical Education (Proteoria). His main lines of research are: evaluation policies.

  • Ronildo Stieg, Federal University of Espírito Santo

    PhD in Physical Education from the Federal University of Espírito Santo (UFES) - Brazil. Master's and Bachelor's Degree in Physical Education from the same institution. He has professional experience in the field of education working in basic education (preschool, primary and secondary education) and higher education. He is currently a Postdoctoral Researcher in the Graduate Program in Education PPGE/UFES, member of the Institute for Research in Education and Physical Education (Proteoria). His main lines of research are: educational evaluation; evaluation policies; curriculum and teacher training.

  • Marciel Barcelos, Federal University of Tocantins

    PhD in Physical Education from the Federal University of Espírito Santo (UFES) - Brazil. Master's and Bachelor's Degree in Physical Education from the same institution. Professor at the Federal University of Tocantins (UFT) – Brazil. He is currently a member of the Institute for Research in Education and Physical Education (Proteoria). His main lines of research are: educational evaluation; evaluation policies; child education.

  • Wagner dos Santos, Federal University of Espírito Santo

    PhD in Education from the Federal University of Espírito Santo (UFES) - Brazil. Master's Degree in Education from the Federal University of Minas Gerais. Graduated in Physical Education from UFES. Professor of the undergraduate and postgraduate course in Education and Physical Education (UFES). Leader of the Institute of Research in Education and Physical Education (Proteoria). He is currently Coordinator of the Graduate Program in Education at UFES. His main lines of research are: educational evaluation; teacher training; curriculum and educational policies. CNPq Research Productivity Scholarship - Level 2.

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Published

2024-07-31

Issue

No. 54 (2024)

Section

Artículos

License

Copyright (c) 2024 Pablo Mattos Santos, Ronildo Stieg, Marciel Barcelos, Wagner dos Santos

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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How to Cite

National large-scale assessments and access to higher education: perspectives in American and European countries . (2024). Contextos: Estudios De Humanidades Y Ciencias Sociales, 54, 1-25. https://revistas.umce.cl/index.php/contextos/article/view/2660

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