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Lessons and challenges from implementing standards and assessment in Honduras

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Abstract:

The second panelist will draw upon examples from the USAID-funded Education Quality Improvement Program (EQUIP1) MIDEH project in Honduras, to share lessons and challenges on effectively implementing standards and assessment in this project. The USAID-funded MIDEH project comprises an integrated set of testing, research, technical support, and capacity building activities that address major components of the Honduran Ministry of Education’s national education program, including standards and assessments. AIR collaborates with local educators in assisting the government to develop content standards, teacher guides, teacher training modules, supervisor support systems, and a standardized testing system to increase student learning outcomes for meeting Education for All (EFA-FTI) goals on student achievement. The project developed national content standards for Spanish language and mathematics in grades K-12; teacher guides for pacing the classroom implementation of standards; standardized monthly formative assessments for grades 1-6; criterion-referenced standardized tests based on the standards; a digitized item bank of test items for grades 1-9; low cost and reliable test administration and electronic scoring systems; and software for processing test scores and reporting results.The panelist will join the other presenters in a panel discussion, which will invite active participation by the audience, if a holistic reform concept involving standards and assessment should be in place from the outset of an education system reform effort or if different components can be added over time.

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Standards
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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MLA Citation:

Lansdale, Jeffery. "Lessons and challenges from implementing standards and assessment in Honduras" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494104_index.html>

APA Citation:

Lansdale, J. "Lessons and challenges from implementing standards and assessment in Honduras" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494104_index.html

Publication Type: Panel Paper
Abstract: The second panelist will draw upon examples from the USAID-funded Education Quality Improvement Program (EQUIP1) MIDEH project in Honduras, to share lessons and challenges on effectively implementing standards and assessment in this project. The USAID-funded MIDEH project comprises an integrated set of testing, research, technical support, and capacity building activities that address major components of the Honduran Ministry of Education’s national education program, including standards and assessments. AIR collaborates with local educators in assisting the government to develop content standards, teacher guides, teacher training modules, supervisor support systems, and a standardized testing system to increase student learning outcomes for meeting Education for All (EFA-FTI) goals on student achievement. The project developed national content standards for Spanish language and mathematics in grades K-12; teacher guides for pacing the classroom implementation of standards; standardized monthly formative assessments for grades 1-6; criterion-referenced standardized tests based on the standards; a digitized item bank of test items for grades 1-9; low cost and reliable test administration and electronic scoring systems; and software for processing test scores and reporting results.The panelist will join the other presenters in a panel discussion, which will invite active participation by the audience, if a holistic reform concept involving standards and assessment should be in place from the outset of an education system reform effort or if different components can be added over time.


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