Standardized test in Switzerland: discussion of process and results

Crescentini, Alberto and Salvisberg, Miriam and Sbaragli, Silvia and Zanolla, Giovanna (2014) Standardized test in Switzerland: discussion of process and results. In: FIRST JOINT INTERNATIONAL MEETING RSME-SCM-SEMA-SIMAI-UMI, 30.06.2014-4.07.2014, Bilbao.

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The standardized tests use and their role in the education systems are currently the focus of a discussion in different parts of the world. The use of standardized tests to monitor the system has in fact shown, for example, on one hand the tendency to improve the performance of the students (in this sense can be read in the reports of some analysis by NCES) on the other to a narrowing of the curriculum and the elimination of more complex tasks ([1]). In Switzerland the discussion is vibrant and connected with the harmonization process involving several cantons in Switzerland, and that concerns compulsory schools from 4 to 15 years of age (HarmoS Concordat of 14 June 2007; In 2011 to identify a common disciplinary background were defined which were the fundamental competencies in mathematics. These fundamental competencies are the first national training standards for compulsory education and represent an important contribution to the harmonization of the objectives of the stages of training at the national level. In particular, as regards the Ticino since 2010 a project with the aim of producing and administering a standardized test ([2]) to evaluate mathematical competencies in the fourth class of primary school has been running. In our intervention we present: the development of the harmonization process; the principal step of test building and the main results. [1] American Federation of Teachers (2001). Making Standards Matter 2001 (Reportsevaluative). Washington, DC: American Federation of Teachers. [2] Woolfolk, A. (2007). Educational psychology. Boston, MA: Pearson Education.

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