Dr Angel Urbina Garcia M.Urbina-Garcia@hull.ac.uk
Director of Postgraduate Taught Programmes and Lecturer in Early Childhood
Adapting an international assessment system to measuring cognitive/academic skills of year-1 of primary school pupils in Mexican public schools: A Pilot Study
People Involved
Project Description
Improving education is key to promoting a sustainable development and is emphasised in current global international agendas such as the Sustainable Development Goals (i.e., Goal 4). However, the lack of tailored scales to assess year-1 primary school pupils, remains as a major concern in the Latin American region and more specifically in Mexico. This pilot study seeks to adapt and test the International Performance Indicators in Primary Schools assessment (iPIPS, www.ipips.org, Tymms, Merrell & Buckley, 2016) in Mexican. This assessment will measure year-1 students’ cognitive/academic skills in language, early reading, early mathematics and phonological awareness at the start and the end of the year. This instrument will provide Mexican policymakers with high quality assessments, which could be used across 32 states in Mexico, providing reliable and comprehensive evidence for policymakers and help in interpreting the results of international assessments such as TIMSS and PISA.
| Status | Project Complete |
|---|---|
| Value | £8,919.00 |
| Project Dates | Aug 30, 2019 - Aug 30, 2022 |
You might also like
QR-GCRF RF 06 2019 Identifying Cambodian School Teachers’ Needs to Improve their Performance: Stakeholders’ views on teachers’ psychological well-being as a way to improve teachers’ performance. Jul 15, 2019 - Jul 21, 2019
Cambodia’s education system started virtually from zero in 1979 after the atrocities of the Khmer Rouge regime. This
regime killed least 1.7 million people out of seven million and 75%-80% of Cambodia’s teachers died or fled (Tan &
N.G., 2012). The...
Read More about QR-GCRF RF 06 2019 Identifying Cambodian School Teachers’ Needs to Improve their Performance: Stakeholders’ views on teachers’ psychological well-being as a way to improve teachers’ performance..