In this number 14 of the Notes, dedicated to the educational national and international Indicators, there are exposed its precedents, description and development.
They present three studies related to this topic that the Institute of Evaluation elaborates or coordinates: National System of Education Indicators (edition 2007), Indicators of the OECD, INES project (edition 2008) and Educational Aims(Lenses) and Points of Reference of the European Union 2010 (edition 2007). There is more available information about educational indicators in this web page.

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.

Esta publicación tiene por objeto dar a conocer el marco de la Evaluación General de Diagnóstico para el que se ha contado con representantes de las distintas comunidades educativas y expertos nacionales e internacionales. La elaboración de este marco ha sido necesaria para poder definir el plan de evaluación.
El marco ofrece una visión teórica sobre el conocimiento que se tiene acerca de este tipo de evaluación (un sistema coordinado y coherente de conceptos, proposiciones y postulados) y el conjunto de medidas y actuaciones necesarias para obtener la información precisa que permita conseguir los objetivos que se persiguen.

Esta publicación se enmarca en el proyecto de evaluación de la Educación Primaria y forma parte de la evaluación del sistema educativo español que realiza, en colaboración con las comunidades autónomas, el Instituto de Evaluación.

Tiene como objetivos fundamentales conocer lo que sabe el alumnado al final de la etapa en las áreas de Conocimiento del medio, Lengua castellana y literatura, Matemáticas y Lengua inglesa y relacionar el rendimiento de este alumnado con los factores contextuales y los procesos educativos.

La aplicación se realizó, a lo largo de la última semana de mayo y primera quincena de junio de 2007, a una muestra de 9.446 alumnas y alumnos de sexto curso de 450 centros repartidos por todo el territorio español. El estudio es similar en muestra, objetivos y metodología a los realizados en 1995, 1999 y 2003, con el fin de poder comparar los resultados conseguidos entonces con los obtenidos ahora.

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

Esta publicación tiene por objeto dar a conocer el marco de la Evaluación Censal para Ceuta y Melilla. La elaboración de este marco ha sido necesaria para poder definir el plan de evaluación.
El marco ofrece una visión teórica sobre el conocimiento que se tiene acerca de este tipo de evaluación (un sistema coordinado y coherente de conceptos, proposiciones y postulados) y el conjunto de medidas y actuaciones necesarias para obtener la información precisa que permita conseguir los objetivos que se persiguen.

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 number 12 of the Notes of the Institute of Evaluation gathers a brief synthesis of the project of evaluation of pre-primary education that in the year 2007 completed the phase of the pilot study. The pre-pilot evaluation was realized in the year 2005.

This project comes preceded by a deep reflection on the curriculum on the part of experts in pre-primary education with the purpose of constructing valid instruments of evaluation.

More information in the available reports in this web page.

En la edición 2009 del Sistema estatal de indicadores de la educación, además de la actualización de los 15 indicadores prioritarios, se han renovado la mayoría de los 38 indicadores que componen el Sistema. Para ello se han mantenido las dimensiones en las que se agrupan los indicadores: Contexto, recursos, escolarización, procesos y resultados.
Una novedad importante en esta edición es la modificación del formato, reduciéndose la presentación de cada indicador a dos páginas, de las cuales una corresponde al texto y la otra a las tablas y gráficos, aunque en algunos casos pueden ser ampliadas a cuatro páginas. En la página de texto aparece el título del indicador, la definición, un comentario, las especificaciones técnicas y las fuentes; en la otra aparecen las tablas y los gráficos con las desagregaciones y series cronológicas de mayor relevancia.
El curso de referencia de los datos para la elaboración de los indicadores ha sido 2006-07 para los de contexto, recursos y escolarización y 2005-06 para los indicadores de resultados.

This number of the Notes the Institute of Evaluation begins the series that tries to gather the works of the Institutes or Units of Evaluation of the different Autonomous Communities.
This review of the projects and studies of evaluation of the Autonomous Communities allows to offer a complete panorama of the works on evaluation and indicators that are realized in Spain.
In this number 10 there are exposed the works from the autonomous communities of The islands Balearics, Catalonia and Galicia.

This number of the Notes the Institute of Evaluation begins the series that tries to gather the works of the Institutes or Units of Evaluation of the different Autonomous Communities.
This review of the projects and studies of evaluation of the Autonomous Communities allows to offer a complete panorama of the works on evaluation and indicators that are realized in Spain.
In this number 10 there are exposed the works from the autonomous communities of The islands Balearics, Catalonia and Galicia.

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 number 9 of the Notes presents the evaluations and educational projects that are carried out in the Institute of Evaluation and stimulated by the European Union. Exposing the precedents, description and development, taking the end of the year 2006 as a temporary reference.
These projects are: European Net of Persons in charge of Political of Evaluation of the Educational Systems; Permanent Group of Indicators and Points of Reference (SGIB); Banco Europeo of Items of Anchorage for the Evaluation of Skills in Foreign Languages (EBAFLS); Learning to learn; and European Indicator of Linguistic Literacy.

La primera versión del Sistema estatal de indicadores vio la luz en el año 2000. Desde entonces, se ha trabajado en diversas ediciones para incorporar nuevos indicadores y mejorar los inicialmente elaborados. La edición 2007 continúa con la actualización del subconjunto de indicadores denominados prioritarios. Se recogen datos y series tanto a nivel estatal, como autonómico e internacional. El curso de referencia ha sido 2005-06 para los indicadores de contexto, gasto y escolarización y 2004-05 para los de resultados.

The number 8 of the Notes presents the general evaluations of the educational system that are being developed in the Institute of Evaluation: general evaluations of diagnosis, evaluation of the infantile education 2008 and evaluation of the primary education 2007. Of these evaluations the precedents, description and development are exposed, taking the end of the year 2006 as a temporary reference.

The number 7 of the Notes presents the projects that are carried out in the Institute of Evaluation and stimulated by the Organization for the Cooperation and the Economic Development (OECD). The precedents, description and development the of these projects are exposed, taking the end of the year 2006 as a temporary reference.
Five projects are: Program for the Pupils' International Evaluation (TREADS), The improvement of the leadership in the centers, Recognition of the not formal and informal learnings (RNFIL), model(models') Development of value added in the educational systems (VAM) and International Study of education and learning (TALIS).

This publication presents a subset of 15 indicators belonging to the National system of education indicators 2006, which has been named prior. The selection has been realized bearing the relevancy and the meaning in mind to offer a permanent reliable reproduction of the educational system, as well as basic information in the follow-up of the Spanish and European background levels for 2010.

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.

Esta publicación presenta un marco para la evaluación externa de la Educación Infantil.
La elaboración de este marco va precedida de una profunda reflexión sobre el currículo que ha permitido la construcción de los instrumentos de evaluación que se validan en este estudio piloto, de modo que los resultados que se obtengan tras su aplicación permitan la toma de decisiones basada en hechos, tan objetivos como sea posible, relativos a los resultados logrados por los alumnos de esta etapa educativa.
No obstante, es necesario señalar que es prácticamente imposible explicar de forma completa los resultados de los alumnos dado que los factores determinantes son múltiples y externos en buena medida a la escuela, con todo, ello no constituye una razón suficiente para renunciar a la reflexión y a la evaluación.

This number of the Notes presents three projects which are taking place now in the Institute of Evaluation: the international surveys PIRLS, ICCS and TEDS-M, from IEA.
It explains its background, description and development taking as temporal reference the end of year 2006.

This publication continues the series initiated in 2006, preserving the aims and most of the characteristics that have been consolidated throughout the time and were developed in the introduction of the edition of 2002, and presenting some innovations both in the form and in the content.

This presentation in web has allowed a more flexible update of the National system of education indicators, making more transparent the information. In the first phase a subset of the priority indicators of national system was presented. They were selected by their relevancy to offer a permanent reliable sample of the educational system, as well as their aptitude to provide basic information to follow the Spanish and European background levels for 2010. In the second phase the rest of indicators have joined, though only those which have arranged of new information have been updated.

This publication (191 pages) gathers the content of the report on the evaluation of the last year of the Primary Education carried out on the population of pupils of all the Spanish centers in Morocco, across a few tests that were applied in the second fortnight of May, 2006.
This evaluation has three big aims: to find out what the pupils know having finished the Primary Education both in Castilian Language and Literature and in Mathematics, to relate the performance of the pupils to factors contextuales and, finally, compare this performance with the results reached in the evaluation that was carried out in 2001 and in the same educational level.

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 extensive publication (106 pages.) contains the final report on the evaluation. The achievement tests were applied to a sample of 2.542 students of sixth year. This sample was obtained from the sample of 9.841 students used in the Primary School Evaluation 2003. It was due to overcome two difficulties: on the one hand, there are very few evaluative studies of this kind, and on the other hand, the assessment of this skill is thecnically highly complex.
This study evaluates the ability of the students of the sixth year of primary school to describe an illustration. Its content should be the ground to make a vocabulary of objects, actions, etc. to study its influence on the expression.
The main intention of the study was to find a quantitative form of evaluation of the oral expression, besides a connection with the qualitative evaluation. In that way, using only one software (Expressa 2003), we could obtain all the necessary variables to evaluate the oral expression.

This number of the Notes presents two projects which are taking place now in the Institute of Evaluation: the National System of Education Indicators and the International Indicators of Education Systems of the OECD. It explains its background, description and development taking as temporal reference the end of year 2006.

This publication continues the series initiated in 2000. It preserves the aims and most of the characteristics that have been consolidated throughout the time (developed in the introduction of the edition of 2002) and presenting some innovations both in the form and in the content.

The same criteria have followed for the selection of the indicators: relevancy and meaning, immediacy, technical solidity, viability, durability and agreed by consensus selection, as well as five blocks of context, resources, education, processes and educational results that allow to fit and to classify them.

Also every indicator is organized according to the same scheme containing the title and the definition, a synthesis with the most significant information contained in it, the technical necessary specifications, the sources of the information and the tables and graphs with the disaggregations and chronological series of major relevancy.

This presentation in web page is the principal innovation in the form. It will allow a more flexible update of the National system of education indicators, which will make easier the fulfillment of the new commitments of transparency of information assumed by the INECSE, which will become effective by the appearance of an annual edition from the year 2006.

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 extensive publication (469 pages.) contains the final report on the evaluation. The achievement tests were applied from May to June 2003 to a sample of 9.814 students of sixth year.
In 2004 a first report (Basic Data) was published. The results were presented as average percentages of pupil' academic performance in three dimensions: Natural and Social studies, Spanish Language and Literature and Mathematics.
In this new publication student achievement is scaled in accordance to Item Response Theory (IRT). Data about pupils´achievement differentiated by sex, socio-cultural status of the family, school size and school public / private status are provided. Results from this evaluation study and those obtained in previous ones in 1995 and 1999 cycles are also compared. Finally, this study relates students' achievement to contextual factors and education processes such as, for instance, school entry age, number of books at home, expected education level that the student wishes to attain, time spent on homework, time spent watching television, and students' perception on specific school factors.

This publication describes a proposal for the evaluation of Pre-Primary Education which includes three dimensions: the evaluation of pupil' learning abilities at the end of this stage, the educational procedures developed in the classroom and the school and family contexts. It pretends to be a model or a starting point towards a stable framework for the evaluation in this stage and serve as a reference for future studies. Furthermore, it will encourage the development of external evaluation during the period of early years education.
This evaluation model details the theoretical basis, the design of the instruments and used procedures in field test carried out to verify its feasibility as well as the obtained conclusions.
There are also illustrative examples of questions and activities used to evaluate pupil' performance in the different areas, as well as the educational processes in the classroom.

This INECSE publication is a preview of some achievment results of pupil' academic performance in three dimensions: Natural and Social studies, Spanish Languaje and Literature and Mathematics, taken from an evaluation study for the last year of primary school.
It includes the text of some of the items used in the achievment tests applied in the study. They were applied from May to June 2003 to a sample of 9.814 students of sixth year. This study is similar in size, goals and methology to the 1995 and 1999 Primary Education studies, in order to compare results with that evaluation effort.

This publication contains the description and the student achievement results of the study which aims at identifying and evaluating the basic capabilities acquired by students in English at 2nd and 4th grade of Compulsory Secondary Education (lower secondary). This evaluation study was based on a seried of tests taken by a representative sample of students in May-June 2001.
A Preliminary Report was published in 2002. The results in the four assessed skills were presented then as average percentages of good responses to the test items.
For this new publication a second analysis has been made where student achievement is scaled in accordance to Item Response Theory (IRT). There are also new descriptions of schooling context and school processes and of several variables related to schools, teachers, students, families and English teachers.

This publication contains the final report on student achievement in compulsory secondary school. The main data gathering was made at the end of 1999-2000 school year, in the following subject matters: (a) Nature Sciences, (b) Social Sciences, Geography and History, (c) Castilian Language and Literature and (d) Mathematics. The effective sample was composed of 328 schools, 7486 students, 5979 families, 290 principals and 1265 teachers from every Autonomous Community except Andalusia. Tests were passed during May and June 2000.
In 2001 a first report (Basic Data) was published, with a first analysis on student achievement based on Classical Test Theory (CTT). The results in the four subject matters were presented as average percentages of good responses to the test items. These results were also related to student gender, school public/private character and parent education.
For this new publication a second analysis has been made where student achievement is scaled in accordance to Item Response Theory (IRT). There are also new descriptions of schooling context and school processes and of several variables related to schools, teachers, students, families, and school climate. These variables are related to achievement and broken down by gender and public/private character where differences are significant. The result of this evaluation is also compared with a previous one made in 1997.

This document presents the achievement obtained by a representative sample of 10,561 pupils in the sixth grade of primary education in 1999.
Together with the results achieved in the four assessed skills: oral comprehension, reading comprehension, oral expression and written production, results according certain variables of the pupils' learning process are also included. The most significant variables are: age of starting learning English, the out of school English lessons, number of school lessons per week, pupils' parents' level of studies, etc.
This document also comprises a descriptive analysis of the data obtained from a questionnaire addressed to the teachers of the surveyed pupils and these pupils' achievement according different variables from this questionnaire.
There is an annex at the end of the document with examples of exercises and items used to measure the different assessed skills.

This publication presents the achievement results in Language and Mathematics of all Primary school sixth grade students which attended Spanish schools in Morocco in 2000-2001 school year.
This evaluation shares the same design with the educational achievement evaluation of sixth grade Spanish students in 1999. As the same tests were used, this has allowed to compare the achievement results of both groups. This publication also includes some of the test questions in both subject matters.
Achievement results are broken down by gender, parents' employment status, student career expectations, time devoted to television, etc. Contextual and classroom factors taken from the information provided by students and teachers are also included.

Complete contents of the Preliminary report of this study which aims at identifying and evaluating the basic capabilities acquired by the students in English at 2nd grade (14 year-olds) and 4th grade (16 year-olds) of Compulsory Secondary Education on each of the following aspects included in the curriculum: listening comprehension and oral expression, reading comprehension and writing, grammar, and sociocultural knowledge. The achievement tests and the student and teacher questionnaires were applied in May and June, 2001 to a representative national sample of students. This sample was increased in some Autonomous Regions. The effective sample obtained was: 4,579 students, 172 teachers and 194 schools in 2nd year and 4,035 students, 179 teachers and 191 schools in 4th year.
This publication includes the achievement results, presented in percentages, and data on student achievement broken down by starting age for learning English, after-school and out-of-school English activities, gender, parental level of educational attainment and school public/private status. Some examples of questions are also included.

This extensive publication (450 pages) contains the complete final report on the evaluation of the last year of Primary School. This evaluation study was based on a series of tests taken by a sample of 10,743 primary school students in May-June 1995. The preliminary report of this study was published in 2000 and achievement results in three subject matters --Natural and Social Sciences, Spanish Language and Mathematics-- were then presented in percentages. This new publication reports the results again, but in IRT (Item Response Theory) scales. It includes data on student achievement broken down by gender, socio-economic status of the family, school size and school public/private status. It also compares these achievement results with those obtained in a similar evaluation carried out in 1995. Finally, it relates student achievement with context factors and school processes such as school entry age, number of books at home, expected education level that the student wishes to attain, time spent on homework, time spent watching television and student opinions on specific school factors.

This is the full contents of the INCE's printed report in which the first results of the survey of same title are published. A longer report is being prepared and will appear during the year 2002.
The report, with a fair amount of graphics, includes achievement results of students in four subject matters: (a) Sciences of Nature, (b) Social Sciences, Geography and History, (c) Spanish Language and Literature and (d) Mathematics, and some items taken from the achievement tests, as examples, are included as well. Breakdowns by students' gender, type of school and parent's level of education are also present.
Tests and questionnaires were applied in May and June, 2002 to a sample of 7486 students of 4th year of Compulsory Secondary Education in 328 secondary schools from all Spanish Autonomous Communities, except Andalucía.
This survey is similar to another made in 1997, under the Diagnosis of the Educational System project, where 14 and 16 years-old students where surveyed, but the results are not fully comparable due to some marked differences in the curriculum and population surveyed.

Full contents of an INCE publication with the advance of results of a study aimed at knowing and appraising the level of attainment of the basic communicative skills of pupils aged 12 (last grade of primary education). It also includes, apart from the global and partial results, some examples of the questions used in the tests for the evaluation of the four language skills: listening, speaking, reading and writing. The tests were administered in May 1999.

This report presents the results of the assessment of the Physical Education area, made in 1995 in parallel with the 'Primary education evaluation' study.
The goals of this new study are to know the physical condition of 12-years-old students and to analyze the factors that influence the performance in this area. Questionnaires and performance tests have been built to gather data on students' anthropometric values and performances in speed, flexibility, strength, endurance and skill. For the second goal a common score, independent from the students' sex and anthropometric values, has been devised.
The entire contents of this report, which is available only in Spanish, either can be read on-line or can be downloaded in compressed format for off-line reading.

Preliminary report of the General Diagnosis of the Educational System study. It includes the first results of a 1997 survey which covers the following aspects:

1. Achievement results of 14 and 16 year old students in the main curriculum subject areas.
2. Curricula and teaching methods used in this age range.
3. School functioning i.e. school management, parent participation and school climate.
4. Teachers and teaching: initial and in-service training and specific responsabilities of teachers.
5. Sociological context: family-school relationship.

The preliminary report entire contents (text and graphics) is available on-line, but only in Spanish. A further and more in-depth report is being prepared.

Final report of the Primary education evaluation 1995 study.
Due to its size, this report is not available on-line, but an abridged and preliminary version, What 12-years-old students learn can be accessed on-line and in English. It can be considered, in fact, the preliminary report of this 1995 study.

First results of the Primary education evaluation study. Achievement percentages from 1995 sixth grade students in four subject matters are published. A selection of questions asked to the students and their difficulty rating are also included. A more detailed report is currently being prepared.
The entire contents (texts and graphics) of this publication can be accessed on-line in English.

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.

This number is the second part of number 3. It ends the description of the characteristics and the design of the ODCE study PISA 2003. It gathers the specific characteristics of the four evaluation areas in this study: Maths, Reading, Sciences and Problem solving, and the summaries of each theoretical frame. There are some example questions on maths and the description of the scales used to mark the tests.

Complete contents of the publication intituled National system of education indicators, 2002. This is the extended and non abridged version of the second release of our National system of education indicators, which is prepared and published by INECSE as one of its assigned functions.
It contains 32 educational indicators which reflect, in the years 1998, 1999, 2000 and 2001, the context in which education was performed, the resources invested, the participation as seen through enrolment rates, the educational processes in classrooms and schools and the performance achievement in the short, medium and long term.
Futures releases will be published every other year.

This edition is a description of the characteristics and the design of the international evaluation PISA 2003 by the OCDE. It contains a description of the population studied, the content of the tests, the kind of sampling used in Spain and the scales in what the results of performance are shown.
This description ends in the next edition of the Notes of the Institute of Evaluation. The following notes will deal with the results of the Spanish students in this international evaluation.

Complete contents of the publication intituled National system of education indicators, 2002: Synthesis. This is the abridged version of the second release of our National system of education indicators, which is prepared and published by INECSE as one of its assigned functions.
It contains 32 educational indicators which reflect, in the years 1998, 1999, 2000 and 2001, the context in which education was performed, the resources invested, the participation as seen through enrolment rates, the educational processes in classrooms and schools and the performance achievement in the short, medium and long term.
Futures releases will be published every other year.

This edition is a brief summary of the final report of the Oral Expression Evaluation, which is also available in this web site.

This publication contains the complete contents of the first release of our National system of educational indicators, whose making and publishing is one of INCE's tasks.
It includes 29 indicators grouped in five main domains: context of education, resources, schooling, school processes and educational achievement. All included data refer to years 1995 to 1997. Future releases of this publication are scheduled every two years.

This edition is a brief summary of the final report of the Primary School Evaluation 2003, which is also available in this web site.

Complete text of the publication National system of education indicators 2000: Synthesis. It constitutes the summary of the first publication of the National system of education indicators which production and periodic publication constitutes one of the functions of the INCE.
The number of published indicators is 29 grouped in five big dimensions: context of the education, resources, education, processes and educational results. The included information fits to the period 1995-1997.

This is an on line version of Flora Gil's book, Technical Advisor at INCE, who revises the efforts of Network C, of the OECD INES Project, to build, for the past ten years, a set of indicators on school environment and school processes, with special emphasys on the place of Spain compared with other countries.
This publication includes data on school organisation, school leadership, decision-making processes, teacher training, salaries and characteristics, other staff employed in schools, sizes of schools and classes, student/teacher ratios, instruction time, different teaching strategies, students' homework and parental involvement in schools.

This publication is the first volume of the Final Report of the Diagnosis of the Educational System, 1997. A Preliminary Report of this study was published in the first quarter of 1998.
The complete Final Report has been published in six printed volumes, but only this first volume, which condenses and abstracts all the others, will be available on this web site, wether to be read directly on-line or to be downloaded in compressed format for off-line access.
It is available in English.

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.

This booklet includes the full text of the papers presented at the Seminar held at INCE aimed at promoting an exchange of views and experiences among members of evaluation institutions already in force and representatives of the Autonomous Communities where this kind of institutions have not been established yet.

Paper presented in the 10th European Meeting of the Psychometric Society, held in Santiago de Compostela, July 15th - 18th, 1997. Written by:

Rosario Martínez-Arias, President of INCE's Scientific Comittee, and
Juan Carlos Suárez-Falcón, former INCE's collaborator.