La Comisión General de Educación encargó a un grupo de trabajo, formado por representantes del Ministerio de Educación y de las Administraciones educativas de las comunidades autónomas, el estudio y seguimiento de los objetivos y puntos de referencia europeos para 2010. Fruto de esta colaboración y con el fin de medir el progreso hacia dichos objetivos y puntos de referencia, se han elaborado y publicado en 2006 y 2007 sendos informes.

En 2008, se continúo con el trabajo, lo que ha permitido la realización de este Informe que, como los anteriores, recoge: el proceso de definición de los objetivos y puntos de referencia y su adaptación a la realidad española, la descripción de los puntos de referencia europeos y españoles, la situación educativa española con respecto a estos puntos, y finalmente se incluye un anexo con los datos estadísticos europeos, españoles y de las comunidades autónomas, referidos al conjunto de los puntos de referencia.

Los representantes ante el Consejo Directivo de PISA (PISA Governing Board) de los países iberoamericanos se propusieron emprender un trabajo de colaboración para que todos pudieran atender los requerimientos de PISA y cumplir sus exigentes estándares de calidad, desarrollando al mismo tiempo su propia capacidad técnica en un tiempo más corto y con un esfuerzo menor al que necesitaría cada grupo nacional por sí solo. Se constituyó así el llamado Grupo Iberoamericano de PISA (GIP), formado inicialmente por los ocho países antes mencionados, al que se irán incorporando los futuros países iberoamericanos participantes en PISA.

Esta obra es el resultado de una etapa más del esfuerzo de colaboración del GIP, consistente en la preparación de un informe sobre los resultados de PISA 2006 en los ocho países iberoamericanos que participaron en esa ronda, así como en las 10 comunidades autónomas de España y los estados federales de Brasil y México, agrupados en cinco y siete regiones, respectivamente.

Este libro (227 págs.) reúne en un solo volumen todas las pruebas publicadas hasta hoy por el Estudio Internacional de Progreso en Comprensión Lectora (PIRLS, en sus siglas en inglés) de la IEA.
Desde su primera edición en 2001, PIRLS viene evaluando cada cinco años la comprensión lectora del alumnado de 4º curso de Educación Primaria en unos 40 países. España ha participado en la prueba de 2006 y tiene previsto participar de nuevo en 2011.
El libro se organiza en tres capítulos: el primero describe las características del estudio (qué se entiende por comprensión lectora y cómo se evalúa), el segundo recoge las cuatro pruebas de 2001 publicadas y, el tercero, las seis de 2006. En cada una de estas pruebas el lector encontrará el texto de lectura, las preguntas, guías y criterios de corrección de éstas y los resultados obtenidos en ellas por el alumnado español y la media internacional. Estos capítulos se acompañan de unos cuadros sinópticos que ofrecen una rápida visión de las preguntas de cada prueba: proceso de comprensión evaluado, tipo de pregunta (abierta, de respuesta múltiple, etc.), nivel de dificultad y porcentajes de aciertos.
La publicación va dirigida especialmente al profesorado de Educación Primaria, que podrá utilizar estas pruebas como atractivas actividades o como ejercicios de evaluación de la comprensión lectora de sus alumnos.

La presente publicación es un resumen del informe 2009 de la OCDE sobre los indicadores internacionales, denominado Education at a Glance / Regards sur l’Education / Panorama de la Educación. El informe español ofrece una mirada simplificada desde España, que pretende proporcionar una información útil para el lector, destacando aquellos aspectos que permiten conocer mejor el sistema educativo en relación con nuestro entorno.

El documento se ha dividido en cuatro apartados: a) la expansión de la educación y los resultados educativos, b) beneficios sociales y económicos de la educación, c) la financiación de la educación, y d) el entorno de los centros educativos y el aprendizaje.

Cada uno de los indicadores presentados ofrece la comparación con la media de la OCDE y de la UE-19 y con los datos de los países que se han considerado de mayor relevancia para la comparación con España.

TALIS (OCDE). Informe español 2009, ofrece una síntesis desde la perspectiva española, de algunos de los aspectos más destacados del Informe internacional elaborado por la OCDE (OCDE, 2009). TALIS examina aspectos importantes de la enseñanza y el aprendizaje a través de encuestas a los profesores y a los directores de Educación Secundaria Obligatoria de los 24 países participantes en el estudio.

El informe se organiza en 6 capítulos y unas breves conclusiones que abarcan aspectos tales como la formación y desarrollo profesional de los profesores, las opiniones y actitudes del profesorado sobre la práctica de la enseñanza, la evaluación del profesorado y del centro y su repercusión en el trabajo docente, así como el liderazgo escolar.

El informe español 2009 recoge algunos de los resultados más significativos para España en comparación con el promedio de los países participantes y con los resultados de una selección de países de particular interés para España.

El Informe español de Panorama de la Educación 2008 es un resumen de los indicadores internacionales de la OCDE (Panorama de la Educación 2008), que reproduce los datos más destacados de España en comparación con la OCDE, la UE y algunos de los países más relevantes. El Informe se divide en cuatro apartados referidos a logros educativos de la población adulta, gasto en educación, acceso a la educación y escolarización, y entorno de aprendizaje y organización de los centros educativos. El curso académico de referencia es 2005-06

This book (125 pages) gathers the whole material in Spanish on the evaluation of the reading comprehension in relation with PISA (Programme for International Student Assessment). In 2009 the new cycle centred on this competence begins, participating Spain once again. The pilot study takes place in the spring of 2008, and the principal study, one year later. Of there the interest of publishing in this occasion, of joint form, the theoretical frame of the reading and the tests focused in this matter, liberated till now in three editions of the first cycle PISA (2000, 2003 and 2006).
The publication is directed specially the teachers of Secondary Education, since the reading comprehension continues being a key competition of the learning in this educational level, and in these resources they can find tasks interesting to use or to develop in their classroom. But also it goes to other many professionals of the education, who want to base on them to undertake investigation or to help to orientate the educational policies.

The Spanish report PISA 2006 (128 pages) gathers a synthesis from some from the most out-standing information, from the Spanish perspective, of the International Report PISA elaborated by the OECD (OECD, 2007). It is a question of a simplified look because the report shows the most distinguished information from Spain in comparison with the countries in the study, with the OECD averages and, in diverse cases, for a better comprehension, with some of the most relevant countries from the Spanish perspective. But, at the same time, this presentation of results tries to be rich in information and usefully for the Spanish reader, because it puts the accent in that comparative information that allow to know better the performance of the Spanish pupils. This report, therefore, is a description of the principal results (global, for levels, for scales ...) and the influence on them of the principal associate factors that explain them.

The report is organized in 3 chapters, a few brief conclusions and an annexe. In the first one of the chapters the PISA study is described, centred in 2006 on the skills of the pupils in sciences. It describes also the international and Spanish participation and the frame of the evaluation, that is to say, the principal characteristics of the technical work of evaluation realized.

In the second chapter the results are described in sciences, as well as the contexts and the most out-standing factors that explain them. At the end of the chapter also the Spanish results in mathematics and reading comprehension are presented. In this occasion, they have been secondary matters in the study.

In the third chapter there are approached the factors associated with the results that stem from the own contexts and circumstances of the pupils and from the environments and the determining materials and from educational politics of the centers where the pupils receive the education and are prepared for the acquisition of the basic abilities that PISA measures.

A few conclusions close the report, followed by an annexe with some of the units used in the study PISA 2006.

The first indicators of the project INES of the OECD, were published in 1992 with the name Education at a Glance / Regards sur l´Education and, since then, they are published anually.
The information that offers the Spanish version of The Education scene 2007, is similar to that of previous years. The information of this edition corresponds, in general, to the academic year 2004-05, and not to the current situation, but they have the value to allow the comparison with the educational systems of the countries of the OECD and to meke easier the analysis of the evolution of the indicators in each of the countries.

This publication is intended as a blueprint for IEA's 2006 assessment of reading literacy.
Adapted from the widely-accepted PIRLS 2001 framework, the 2006 framework resulted from a collaborative process involving many individuals and groups -notably the PIRLS Reading Development Group (RDG) and the National Research Coordinators (NRCs) of the more than 40 countries participating in PIRLS.
It describes the framework of reference and the design of the PIRLS 2006 assessment to students in the fourth grade of Primary Education. It also includes two of the text blocks used in the field test in 2005, together with the corresponding questions and scoring guides.

This project is the follow up of a previous survey of pupils’ attainments in English as a foreign language conducted in 1995-1996 in four European countries (France, Spain, Sweden, and later the Netherlands) under the aegis of the European Network of policy makers for the evaluation of education systems. The findings of the project were later presented at a European colloquium held in 1997 and funded under the SOCRATES programme to examine the effectiveness of the teaching of English as a foreign language. As the policy relevance of the topic only increased over the years, the European Network decided to repeat the survey and to extend it to other European countries. In addition to the original participants, Finland, Germany, Norway and Denmark, agreed to take part in this project.

PISA 2003. Matemáticas. Informe español

This manual is a partial translation of the OECD publication PISA 2003 Data Analysis Manual SPSS® Users. This publication presents the basic statistical techniques used when setting up PISA 2003 databases. Together with this manual, a set of SPSS macros can be dowloaded. Their use is extensively commented in the manual.
The appendices have not been translated. They include questionnaires' contents, data file and indexes or constructs descriptions and codebooks. All this can be found in the original manual pages, downloadable from OECD website at www.pisa.oecd.org.
This manual includes 15 chapters. The first five are of theoretical nature and are devoted to an introduction to PISA, an introduction to the use of sample weights, and also replicate weights for an appropriate computation of standard errors, and a description of the Rasch model and the use of plausible values. Other following chapters are devoted to the computation of some statistics with the macros provided by the PISA technical Consortium. The ending chapters introduce the reader to multilevel analysis, quarter analysis and the concepts of relative and attributable risks.

This booklet is a compilation of the set of reading comprehension items from those used in the PISA 2000 assessment that the OECD has released for public inspection.
It contains 45 items in units. Each unit includes an introduction about a real situation and one or several questions. This is the visible part during the assessment. It is also included for each item:
(a) comprehension process or subscale (retrieving information, interpreting and reflecting and evaluating),
(b) the correct answer when it is a multiple-choice item,
(c) the marking criteria for the item, if this is an open-constructed response item,
(d) a meta-description of the item including its difficulty --expressed in the PISA scale, with a mean of 500 score points and a standard deviation of 100 points
(e) the percentages of correct answers of Spanish pupils and of OECD countries.

This booklet is a compilation of the set of science items used in the PISA 2000 and PISA 2003 assessment that the OECD has released for public inspection.
It includes 13 items. Each one contains the following parts:
(a) the stem and options of the item --the visible part during the assessment--,
(b) a meta-description of the item including its main characteristics,
(c) the marking criteria for the item.
Some items also contain:
(d) the percentages of correct answers in OECD countries, in Spain and specifically in Castille and Leon, Catalonia and the Basque Country (territories which enlarged their sample and got a precise enough measure of their outcomes), and
(e) other complementary information.

This publication contains the National Report on Spanish students' results in PISA 2000 international evaluation study. The goal of this report is to complement and to deepen, with a perspective exclusively centred in Spain, into specific results that may be of greater interest.
The report includes a presentation of the international study, a description of the Spanish results compared with those obtained by other countries and a detailed examination of the associated factors with student performance in reading, which was the major domain of assessment in PISA 2000. These factors are related with the student personal and familiar background and also with the school characteristics and educational processes. At the end, there is attempt to summarize the combined effect of all these factors in a global regression model and an approximation to the differential added value of public and private schools.

This booklet is a compilation of the set of matemathics and problem solving items used in the PISA 2003 assessment that the OECD has released for public inspection.
It includes 39 mathematics and 19 problem solving items. Each one contains three different parts:
(a) the stem and options of the item --the visible part during the assessment--,
(b) a meta-description of the item including its difficulty --expressed in the PISA scale, with a mean of 500 and a standard deviation of 100 points--, the percentages of correct answers in OECD countries, in Spain and specifically in Castille and Leon, Catalonia and the Basque Country (territories which enlarged their sample and got a precise enough measure of their outcomes), and
(c) the marking criteria for the item.

This booklet in Spanish is an extract of the printed publication A global view of an evaluation model: The PISA 2000 project, which is out of print at present.
It contains the full set of items and units that OECD has released to the public from those used in the PISA 2000 assessment, and includes 11 units of reading, 5 of mathematics and 2 of science. Each item is also presented with its marking criteria and with its difficulty score and percentage of correct answers obtained by Spanish students.

This book in Spanish is a translation of OECD's book of the same title. It presents the conceptions and design of the 2003 cycle of the PISA evaluation, which is centered on Mathematics, with minor incursions on Reading, Science and Problem Solving.
This contains the detail of the theoretical foundation and design of this assessment and it includes some examples of tasks and questions for the four subject matters mentioned above.
PISA 2003 results have been already presented, in a short format, by OECD in its publication "Learning for Tomorrow's World - Summary of Results - PISA 2003" and by the Spanish Ministry of Education in "Summary of first results in Spain - PISA 2003 assessment". Both publications are available in Spanish in this web site.

This is a booklet, in Spanish only, which presents some first results and brief analysis of Spanish students' achievement in PISA 2003.
PISA is an international evaluation study in which 41 countries have participated, among them all 30 OECD countries. This study assesses 15 years old students' knowledge and skills in Mathematics mainly, but also in Reading, Science and the cross curricular area of Problem Solving.
The first report of this study has been released by OECD on December 7th, 2004 and a summary in Spanish can be found in the publication "Aprender para el mundo de mañana - Resumen de resultados - PISA 2003". The full and summary reports can be found in English and French at www.pisa.oecd.org.

This publication in Spanish is the translated version of OECD's booklet "First Results from PISA 2003", which in turn is a summary of the complete first report of PISA 2003, published as "Learning for Tomorrow's World - First Results from PISA 2003".
This complete and long report (475 pages) is available in OECD web site at www.pisa.oecd.org. All these reports have been released on December 7th, 2004.

This publication contains two kinds of material. Firstly, some of the lectures given in a meeting about the OECD PISA 2000 study held in Madrid in November 2003. Secondly, the full set of public released items that were used in this international study.
The lectures included are: "Features of the PISA study" by Ramón Pajares, "Algunas reflexiones sobre la evaluación de la lectura en el proyecto PISA" por Angel Sanz y "La evaluación de matemáticas en el proyecto PISA" por Luis Rico.
The items used in PISA are presented in their original grouping as units (11 for Reading, 5 for Maths and 2 for Sciences). Each item is also presented with its marking criteria and with its difficulty score and percentage of correct answers obtained by Spanish students.

This publication is a traduction to Spanish, made by INCE, of the complete contents of the same publication made in English by the International Study Center of Boston College on behalf of the IEA (International Association for the Evaluation of the Educational Achievement).
It covers the frameworks and the design of TIMSS 2003, an international comparative evaluation survey, which INCE is charged to administer in Spain. TIMSS assesses the student achievement of fourth and eighth grade students in mathematics and science. The text includes a full exposition of the assessed areas and domains and the details of the development and administration of student tests and of context questionnaires to be responded by students, teachers and principals.

Complete contents of the translation of PISA 2000 executive summary published by OECD. This is an abridged version, published in Spanish by INCE, of the first complete PISA 2000 report available.
After a short presentation of the major ideas underlying the PISA project, it shows the main results in the domains of reading, mathematics and science literacy. It includes analyses of the outcomes broken down by gender, and some conclusions about the influence and importance of the cultural and socio-economic environment of the students and their families on educational achievement. There are also some indications about the school role and influence on student achievement in terms of both quality and equity in educational outcomes.

Complete contents of the second volume in the PISA series Measuring Student Knowledge and Skills, published by OECD and issued in Spanish by INCE.
It introduces the PISA approach to comparative assessment and describes the PISA 2000 assessment instruments in terms of the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. Each of the assessment domains is illustrated with a range of sample items.

Papers presented at the first working meeting of the Mediterranean Network of UNESCO's International Bureau of Education, which took place at INCE's premises in Madrid, in October 2000. The group decided to focus on one of the fields of common interest: the implementation of evaluation systems for supporting and steering changes in education. INCE's staff presented different working methods that could be employed in the group's work.

Complete contents of an OECD publication related to the PISA Project issued in Spanish by INCE.
This publication sets out the conceptual framework underlying the OECD/PISA assessments: it defines each domain to be assessed and explains what wil be assessed and how. It also describes the context and constraints within which the OECD/PISA assessments are placed.

This report contains the Spanish results in a pilot projet of self-evaluation in schools under the European Union SOCRATES program. 101 schools from 18 countries have participated in the projet, among them 10 schools from Spain.
The Spanish schools write about the areas chosen to self-evaluate themselves, the participation frameworks and the instruments used.

Report written by INCE's staffers Guillermo Gil Escudero and Isabel Alabau Balcells. In this report selected results from an international evaluation study are presented. This study was the joint effort of three national evaluation agencies (France's DEP, Sweden's Skolverket and Spain's INCE). Its main goal was to collect and analyse 15 and 16 years-old students' achievement results in English and to examine the more common teaching and learning practices in the three countries, by surveying students and teachers.

«El Proyecto Internacional para la Producción de Indicadores de Resultados Educativos de los Alumnos (Proyecto PISA) de la OCDE», is a paper written by Guillermo Gil Escudero, Head of the Department of Evaluation and Educational Programs at INCE. This paper introduces a new OECD projet aimed at obtaining regularly data on student achievement results in a number of countries, in order to build international comparable educational indicators.

An abridged on-line version of the report prepared and published by INCE staff about the achievement results attained by Spanish students at TIMSS (Third International Mathematics and Science Study). It includes a comparison with other selected countries results.
This report only covers Science. It is the companion report of the TIMSS Maths report, listed below, and, like that one, it includes a selection of items from the achievement tests taken by students.

An abridged on-line version of the report prepared and published by INCE staff about the achievement results attained by Spanish students at TIMSS (Third International Mathematics and Science Study). It includes a comparison with other selected countries results.
This report only covers Mathematics and includes a selection of items from the achievement tests taken by students.