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Informationen zum Autor Sue Swaffield is Senior Lecturer at the Faculty of Education! University of Cambridge! UK. She is also a Fellow of Wolfson College Cambridge! UK!and Adjunct Research Fellow at Griffith University! Australia. She teaches and researches in the fields of educational leadership! school improvement and assessment for learning. Her career-long involvement with assessment has included research and development projects large and small! a wide range of publications! leading a national assessment association! and numerous presentations! courses and workshops around the world.Sally M. Thomas is Professor of Education at the Graduate School of Education! University of Bristol! UK. For 25 years! she has published widely on the topics of educational quality! effectiveness and improvement using both qualitative and quantitative research methods. Her research interests are focused on professional and school learning communities! pupil learning! citizenship and education in developing countries including East Asia! Africa and South America. Zusammenfassung This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. This book was originally published as a special issue of Assessment in Education: Principles, Policy and Practice. Inhaltsverzeichnis Introduction. Educational Assessment in Latin America 1. The historical development of educational assessment in Chile: 1810–2014 2. Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools 3. Teacher performance and student learning: linking evidence from two national assessment programmes 4. Effects of Brazilian schools on student learning 5. Brazilian national assessment data and educational policy: an empirical illustration 6. Classroom composition and its association with students’ achievement and socioemotional characteristics in Peru 7. Framing and assessing classroom opportunity to learn: the case of Mexico ...
