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Advisor(s)
Abstract(s)
La presente comunicación se enmarca en el proyecto de investigación “Evaluaciones
nacionales e internacionales como política de mejora de la educación en España en el
contexto Europeo” (referencia CEMU-2013-20); financiado en el marco de la segunda
convocatoria competitiva de Proyectos de Investigación Multidisciplinares de la
Universidad Autónoma de Madrid, aprobada por el Consejo de Gobierno del 8 de
febrero de 2013. En este caso, el objetivo principal de la presente comunicación es
presentar los sistemas de aseguramiento de la calidad que han implementado en tres
Comunidades Autónomas (CCAA) de España: País Vasco, Andalucía y Madrid.
En el marco del proyecto mencionado, denominamos políticas de aseguramiento de la
calidad a aquellas prácticas, relativamente recientes, orientadas a generar
conocimiento sobre el sistema educativo, en este caso, vinculado a la enseñanza
obligatoria y acciones dirigidas a su mejora. Con mucha frecuencia, estas prácticas han
terminado estando reducidas a evaluaciones externas centradas en el rendimiento de
los estudiantes, sin ninguna o con escasas acciones posteriores. Por otra parte, estos
sistemas de aseguramiento de la calidad han recibido diversas críticas, en gran parterelacionadas con su lógica original más próxima al mundo empresarial que al
educativo.
En este sentido, junto con dar a conocer, desde un punto de vista fundamentalmente
descriptivo los sistemas de aseguramiento de la calidad de las cuatro CCAA
mencionadas, se aborda la discusión centrada en los siguientes aspectos: ¿es posible
hablar de sistemas de aseguramiento de la calidad? ¿qué concepciones de calidad
subyacente predominan? ¿qué consecuencias tienen para las prácticas educativas?
Abstract This communication is part of the research project ¨National and International assessments such as police for the improvement of education in Spain in the European context¨, (reference CEMU-2013-20); funding within the framework of the second competitive call for proposals projects research multidisciplinary of the Universidad Autónoma of Madrid, approved by the Governing Council on February 8, 2013. The main objective of this communication is to present the systems of quality assurance that have implemented in three autonomous communities of Spain: Basque country, Andalucia and Madrid.In the framework of this research, we call that quality assurance policies practices, relatively recent, aimed to generate knowledge about the educational system, in this case, linked to compulsory education and actions aimed at its improvement. Most often, these practices have ended up being reduced to external assessment focused on the performance of students, without any or with scarce shares posteriors. On the other hand, these systems of quality assurance have been various criticisms, largely related to its original logic more next to the business world than to education. Therefore together with make know, from a primarily descriptive point of view the above regions quality assurance systems, deals with the discussion focused on the following aspects is it possible to talk about quality assurance systems? That conceptions of underlying quality predominated have implications for the educational practices?
Abstract This communication is part of the research project ¨National and International assessments such as police for the improvement of education in Spain in the European context¨, (reference CEMU-2013-20); funding within the framework of the second competitive call for proposals projects research multidisciplinary of the Universidad Autónoma of Madrid, approved by the Governing Council on February 8, 2013. The main objective of this communication is to present the systems of quality assurance that have implemented in three autonomous communities of Spain: Basque country, Andalucia and Madrid.In the framework of this research, we call that quality assurance policies practices, relatively recent, aimed to generate knowledge about the educational system, in this case, linked to compulsory education and actions aimed at its improvement. Most often, these practices have ended up being reduced to external assessment focused on the performance of students, without any or with scarce shares posteriors. On the other hand, these systems of quality assurance have been various criticisms, largely related to its original logic more next to the business world than to education. Therefore together with make know, from a primarily descriptive point of view the above regions quality assurance systems, deals with the discussion focused on the following aspects is it possible to talk about quality assurance systems? That conceptions of underlying quality predominated have implications for the educational practices?
Description
Keywords
Sistemas de aseguramiento de la calidad Evaluaciones externas Calidad de la educación Systems of quality assurance External evaluations Quality of education
Citation
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa