Monitoring Student Progress in Reading
External evaluations at the end of educational stages are some of the latest developments introduced by the Organic Law for Improvement of Educational Quality (2013), or LOMCE, as a measure to improve the quality of the educational system.25 Originally, LOMCE (2013) previewed four nationwide evaluations in Grades 3, 6, 10, and 12. Further normative developments have introduced the following changes in these evaluations until a National Pact on Education is in force:
- Grade 3—Remains without changes.
- Grade 6—Evaluation becomes sample based, although the regions may increase the number of participants above the sample requirements or make the evaluations census based.
- Grade 10—Evaluation becomes sample based, although the regions may increase the number of participants above the sample requirements or make the evaluations census based. Evaluation has no academic effects.
- Grade 12—Evaluation serves only the purpose of university admission.
The Madrid Community has decided to make all such evaluations census based. At the time PIRLS was administered in 2016, the evaluations were census based for Grades 3 and 6. In Grade 3, the results were used to adopt ordinary and extraordinary measures if necessary (e.g., in the case of unfavorable results). Evaluations had no academic consequences for students. In Grade 6, the results were offered in an individual report to the families and had an informative and guiding purpose for families and for the schools and teachers where the student would attend secondary education.26,27
These evaluations have had a formative and a diagnostic purpose. On the one hand, they assessed whether students achieved the expected competencies and learning level for their normal personal and professional development. On the other hand, the evaluations aimed to guide students in their school decisions based on their acquired knowledge and competencies. Furthermore, they regulated the standards required throughout Spain to obtain certificates at every stage. They also provided families, schools, and administrations with valuable information for future educational decisions.
Schools use assessment results in Grade 3 to plan interventions to guarantee student achievement in key competencies during Grades 4 to 6 of primary education. These results allow schools to evaluate instruction and teacher performance and, when appropriate, to analyze, evaluate, and redirect the actions they developed for Grades 1 to 3.
From the 2004–2005 school year until 2015, the Education Department developed an assessment to measure the improvement of knowledge and skills in mathematics and Spanish language among students in Madrid. This assessment was named Prueba de Conocimientos y Destrezas Indispensables (Knowledge and Basic Skills Test), also known by its Spanish acronym CDI. This test for sixth grade students was divided into two parts: 40 minutes of mathematics and 60 minutes of Spanish language. Because it was census based, all students in the Madrid Community were assessed. The CDI assessment also was conducted in the third year of secondary education.28,29