Educometrika
PT|EN

Educational assessment: instruments and use of results

Planning and developing learning assessments that produce useful information for teachers, schools and management.

Psychometrics and IRTEducation indicatorsEducation data analysisPolicy and program evaluation

01What problem this area addresses

Many systems run their own assessments, but results arrive late, are hard to interpret or do not connect to the curriculum. In other cases, the instrument does not allow results to be compared over time.

Well-planned assessment defines what is to be measured, who the information is for and how it will be used before the instrument is built.

02Questions education departments often face

  1. Q1What is the system's assessment for: diagnosis, monitoring or teaching support?
  2. Q2Is the assessment framework aligned with the curriculum?
  3. Q3Can results be compared across years and with national assessments?
  4. Q4How should results be returned so that teachers can use them?
  5. Q5External, diagnostic or formative assessment: which combination makes sense?

03How Educometrika approaches the problem

  1. 01

    Purpose and use

    Defining goals, audience and the decisions the assessment should support.

  2. 02

    Framework and instruments

    Building the assessment framework, specifications and item review.

  3. 03

    Technical analysis

    Item analysis, calibration and proficiency scale construction.

  4. 04

    Reporting

    Reports by system, school and class, with pedagogical interpretation.

04Data and methods

Data

  • Student item responses
  • Context questionnaires
  • Curriculum frameworks
  • The system's historical results

Methods

  • Classical Test Theory
  • Item Response Theory
  • Scale equating
  • Pedagogical interpretation of scales

05Possible deliverables

Assessment system designAssessment frameworkReviewed item bankTechnical reportsReports for schools and teachersTraining on using results

06When this kind of support makes sense

  • When creating or reviewing a local assessment system.
  • When results are not being used by schools.
  • When results need to be compared over time.
  • When introducing diagnostic or reading fluency assessments.

07Related topics

08

Is your system facing a similar problem?

Describe the context and the open questions. The team will assess how it can contribute.

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All areas

Consulting for education departmentsTechnical support for state and municipal education departments across the whole policy cycle: from diagnosing the system to evaluating results.Education public policyDesign and implementation of education policies and programs that account for the real conditions of execution in schools.Education data analysisOrganizing and analyzing enrollment, attendance, progression and learning data to answer concrete management questions.Psychometrics and IRTMeasurement methods that ensure an assessment measures what it intends to and that results can be compared.Education indicatorsBuilding indicators that show the system's situation clearly and allow targets to be tracked over time.Policy and program evaluationEvaluations that check whether a policy was implemented as planned and whether it produced the expected results.Data science in educationData integration, statistical and predictive models and monitoring systems to support decisions in school systems.Artificial intelligence in educationUsing artificial intelligence on concrete school system problems, with risk assessment and without adding complexity for schools.