Abstract

The purpose of this presentation is to discuss a 2014 Fulbright Evaluation Framework and to analyze findings resulting from implementation of two contextualized measures designed as LEARNING BY DOING in response to achievement expectations from the National Education Ministry in Colombia in three areas The goal of the Fulbright funded project was to explore, examine and analyze the structure and extent of implementation of the ALIANZA MODEL in five municipalities situated in southwest Medellin Findings revealed that students performed at higher levels across grade levels and municipalities in Inquiry Learning Projects; whereas students achieved lower levels of performance on expression of mathematical thinking in open-ended journals across municipalities Finally, literacy achievement evidenced a need to focus on conventional written expression for students in rural public school south of Medellin, Colombia as a valid predictor of graduation from secondary education

Citation

Amador-Lankster, C. & Monsalve, M. (2017). Rigor and Relevance of Contextualized Measures in Mathematics, Literacy and Inquiry Learning for Rural Public Schooling in Medellin. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 42-52). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/primary/p/181164/.

© 2017 Association for the Advancement of Computing in Education (AACE)

Keywords

• Evaluation