Assessment and educational policies in Guatemala: Fostering a common approach

Educational assessment is on the increase as policy makers seek feedback and support for the decisions they make. They turn to assessment as a source of such information. Assessment units then need to adopt methods and procedures enabling them to provide the type of information and conclusions that will enhance policy decisions. Furthermore, these methods will have to assure the validity of assessments. In culturally heterogeneous countries with equity-seeking policies, such as Guatemala, assessment poses several challenges. Validity in diverse societies requires that tests be free of bias from any unwanted factors and accurately reflect the school subjects that are being tested. Current perspectives on validity suggest that there should be well-supported plans for interpreting the data produced by the assessment. Local stakeholders (especially parents and teachers) and policy makers will interpret assessment results according to their background and experience. We suggest that the alignment of perspectives that guide policy, local actions as well as validation of the assessment is required, and that information on this unified perspective be disseminated to all in an accessible form.