KIX LAC held the workshop “Deciphering the data: how to move forward in translating learning assessments into actions for educational improvement?”

May 29, 2024 | Destacada KIX, kix, News, Press


SUMMA – KIX LAC, in the framework of the “Cycle of knowledge mobilization “Use of Evidence in Education”, organized the workshop “Deciphering the data: How to move forward in translating learning assessments into actions for educational improvement?”,which was facilitated by Carlos Henríquez Calderón,coordinator of UNESCO’s Latin American Laboratory for Assessment of the Quality of Education (LLECE) and Mar Botero,coordinator of knowledge and community mobilization atKIX LAC.

The workshop, which is part of the activities of the second subcycle of the Promoting the monitoring of student learning: national and international measurements to inform educational improvement, provided a unique opportunity to learn more about theinteraction and collaborative learning space where participants were able to understand the fundamental processes for conducting different learning assessments and how these results can be used to inform decision making in educational policies and practices at both the school and national levels.

The meeting was attended by representatives of:

  • The National Directorate of Teacher Training, the National Directorate of Educational Evaluation, the National Directorate of Educational Counseling, the Directorate of Human Development and the National Directorate of the Master Plan of the Ministry of Education of El Salvador.
  • Faculty of Law of the Foundation for Higher Education (FES) / ESEN (El Salvador).
  • The Curriculum and Evaluation Directorate and the General Subdirectorate of Educational Research of the Ministry of Education of Honduras.
  • Coordination of Research and the Direction of Curricular Development of the Universidad Pedagógica Nacional Francisco Morazán (Honduras).
  • General Directorate of Evaluation and Research of the Ministry of Education of Guatemala.
  • The OEI office in Guatemala.
  • Pestalozzi Foundation (Guatemala).
  • General Directorate of Educational Planning and Programming, the Research Department and the Directorate of Educational Statistics of the Ministry of Education of Guatemala.
  • National Autonomous University of Nicaragua.
  • General Directorate of the National Office of Partnerships for Education (ONAPE) and CoNaSTI (Haiti).
  • Curriculum Development and Implementation Unit of the Ministry of Education of Guyana.
  • Faculty of Education of the University of Guyana.
  • Guyana Teachers’ Union.
  • Curriculum Office of the Ministry of Education of Dominica.
  • Ministry of Education of Grenada.
  • Evaluation and Assessment Unit of the Ministry of Education of St. Lucia.
  • St. Vincent and the Grenadines Ministry of Education.

Javier González, director of SUMMA, thanked UNESCO and the attendees from the KIX LAC community for their active participation in the workshop. He also highlighted the importance of evidence, and in particular of formative evaluations, which allow us to move from data to action: “Knowing how to build better data allows us to know which school needs more support, assessing it within its particular context and needs, so that States can develop better support and intervention strategies”. He added, “It is not enough just to have the information, it is necessary to have a theory of action, to connect with policy, and at intermediate levels, to connect with pedagogical strategies”.

Subsequently, Henríquez gave an orientation presentation of the workshop and stressed the importance of ensuring that the results of the learning assessments reach decision-makers as well as school managers and teachers, so that they can use them in their areas of action. However, in order for the delivery of results to be effective, he recommends that the information reaches the schools individually and, as far as possible, accompanied by technical support to help understand the results obtained and possible strategies to be developed to improve student performance.

Germaine Anthony, technical specialist of the OECS Education Development Management Unit, presented the work being carried out by the organization in the area of teacher professional development and support for the implementation of EMIS in the region. He also commented on the idea of developing a data culture with the support of school leaders to try to incorporate the use of data for decision making at the school level, accompanied by the digitization of data for effective measurement and delivery of results.

For his part and to close the meeting, Nicole Bella,Senior Statistician and Education and Gender Specialist at UNESCO, stressed the importance of a culture of data and evaluation for countries as part of their education processes, since without data and evidence it is very difficult to arrive at a diagnosis. In relation to the 2030 Agenda and SDG 4, Bella urged to continue working for inclusive, equitable and good quality education, which are the determinants of learning outcomes.


Latin American Context

In Latin America, important efforts have been observed for the use of learning assessment results, such as those led by LLECE, which has implemented initiatives to foster cooperation between countries and promote educational improvement through regional assessments. These assessments not only provide results to participating countries but also offer technical support through training and specialized workshops. At the school level, LLECE is piloting the ERCE Escuela, a diagnostic assessment aimed at third grade students. The main purpose of this assessment is to provide immediate feedback to teachers on the learning level of their students, as well as to offer specific recommendations to improve pedagogical practice within the classroom, addressing the individual needs of students and promoting their educational development. However, none of this is possible without a variety of enabling conditions that allow countries to embark on such an evaluation process in advance.

Among some of the prior steps to consider are the technical institutional capacities that ministries have to carry out an assessment process. Among the challenges, especially in developing countries, in conducting learning assessments is the strengthening of capacities both to access data and to interpret and develop improvement strategies around them. Likewise, another previous step that stands out in LLECE’s work together with the ERCE participating countries is the importance of framing the assessment of learning based on the national curriculum, as this allows the development of a conceptual basis contextualized to the instruments that will be applied in each country. This alignment ensures that assessments address priority learning objectives and focus on the competencies and skills that are considered fundamental for students’ educational development.


Knowledge Mobilization Cycle “Use of Evidence in Education”.

During this cycle different webinars have been held virtually where international, regional and national experts have addressed and shared their knowledge, experiences and good practices on: 1. Use of evidence for institutional change y 2. Monitoring student learning: National and international measurements to inform educational improvement.

SUMMA y OECS, through its KIX LAC Center, with the support of the Global Partnership for Education (GPE) and IDRC, created the Cycle of Knowledge Mobilizationand in the framework of this the Community of Practice “Using Evidence in Education” as a space for reflection, exchange and capacity building for the different actors of the educational ecosystem for educational improvement. This cycle focuses on promoting the culture of evidence use for informed decision making in educational policy and practice.

🔖 If you want to participate in the community of practice, please send us an email to [email protected]

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