Reports &

La Experencia Internacional
en Sistemas de Medición:
Estudio de Casos

La política en evaluación y
currículo ante el desafío de la calidad; Lecciones de Países Bajos y los Estados Unidos



Version en castellano

I carry out professional work in international education policy analysis – which is what I call the use of the combination of skills, techniques and dispositions that often are labeled ‘policy analysis’, ‘program analysis’, and ‘utilization-focused evaluation’ within a cross-national comparative framework. The methods for generation of knowledge in this work include the full sets of methodologies I use in my research, but it includes important normative dimensions as well.

This work thus not only involves knowledge generation and critique, but also the creation and critical evaluation of the value of specific decisions for educational organizations. In this work I have assisted organizations from NASA, multilateral supranational organizations like the World Bank, bilateral agencies like the United States Agency for International Development, to the ministries of education of diverse Latin American countries, in defining problems in curriculum and evaluation policy, identifying alternative solutions, establishing criteria for evaluating solutions, assembling evidence, judging alternatives in reference to evidence, and advocating courses of action. An important part of my service to the profession, oriented toward Latin America, is my work as a member of the Working Group on Standards and Evaluation of the Program to Promote Educational Revitalization in the Americas (PREAL)



Analyst, Comisión para el Desarrollo y Uso del Sistema de Medición de la Calidad de la Educación (Commission for the Development and Use of the System for Educational Quality Measurement) convened by the Minister of Education, Chile. Providing analysis and testimony for the use of this special commission entrusted with recommending educational testing policy for Chilean primary and secondary education. August – December, 2003.

Panel Member, Quality Enhancement Review – Pilot Training Program on National Assessment. The World Bank Institute, The World Bank. Serving on panel in formative evaluation of the WBI training program to support the development of educational assessment in South East Asia, Africa and Latin America. April 21 and 22, 2003.

Evaluation policy specialist, Basic Education Policy and Support. United States Agency for International Development – Dominican Republic Mission. Serving as principal specialist to USAID for development of evaluation plan to study interventions in the education sector: including the Falconbridge Foundation School Sponsorship Program (a private foundation of a Canadian mining company), the Global Food for Education Initiative (a project of the US Department of Agriculture), and a new USAID School Sponsorship Program. April, 2001 – present.

Evaluation policy specialist, Basic Education Policy and Support. United States Agency for International Development – Dominican Republic Mission. Serve as principal specialist in USAID technical assistance to the Dominican Secretariat of Education, charged with drafting specification for technical assistance project to create and consolidate a reliable system for educational data collection, validation, and information dissemination for the Dominican Republic. April, 2001 – present.

Evaluation policy specialist, Grupo de Análisis para el Desarrollo (Group of Analysis for Development – GRADE), Perú. Member of multinational team of specialists assisting this Non-Governmental Organization in providing support to the Ministry of Education in the area of assessment and indicators policy. Summer 1998 – Winter 2002.

Lead analyst, Grupo de Análisis para el Desarrollo (Group of Analysis for Development – GRADE), Perú. Leader of team of analysts convened by this Non-Governmental Organization to prepare a policy analysis for the Ministry of Education of Perú examining options in the development of standards and evaluation policy within the context of educational reforms resulting from the restoration of democratic government. October, 2001.

Evaluation and curriculum policy team specialist, United States Agency for International Development - Honduras Mission. Served as member of interdisciplinary team in summative review of a five-year 12.5 million-dollar program of assistance to Honduran basic education. Also charged with evaluating Honduran education sector issues and laying out options and recommendations for new USAID strategic objective in the area of assistance in evaluation and curriculum policy. June 17 – July 21, 2000.

Educational research specialist, Unidad de Currículum y Evaluación (UCE – Curriculum and Evaluation Unit), Ministry of Education, Chile. In charge of training personnel in Chile in curriculum analysis methodologies, and responsible for preparation of Chilean national report benchmarking mathematics and science curricula in 4th and 8th grades with curricula of 38 other nations. Summer 1999.

Curriculum governance specialist, Grupo de Análisis para el Desarrollo (Group of Analysis for Development – GRADE), Perú. Leader of team of consultants convened by this Non-Governmental Organization to prepare and analysis brief for the Ministry of Education of Perú to assist in the development of evaluation policy for a newly established level of secondary-education, a 2-year final level called the Bachillerato. July and August, 1999.

Analyst, National Governors’ Association, Center for Best Practices, Education Policy Studies Division. Authored policy brief for meeting of National Governors’ Association concerning policy implications of the Third International Mathematics and Science Study, July 1998.

Analyst, Unidad de Desarrollo Curricular y Recursos Educativos de Educación Secundaria (Curriculum and Educational Resources Unit for Secondary Education), Perú. Providing assistance in evaluation of curriculum standards policies associated with reform of secondary education. Additionally, assisted in design of research and evaluation plans for verification and enhancement of reform curriculum. May 16 – 23, 1998.

Analyst, Technical Secretariat, Educational High Council, Chile (Secretaría Técnica, Consejo Superior de Educación, CSE). Assisting CSE staff in their mandate to review curriculum standards, programs of study, and educational evaluation policies proposed by the Ministry of Education. November, 1997 – 1998.

Analyst and external evaluator, Ministry of Education of Ecuador and United Nations Office for Project Services. Conducted assessment of evaluation policy related to first national educational assessment effort in Ecuador, a component of a basic education quality and equity project directed toward the urban poor (EB / PRODEC) financed by the World Bank. Also aided in design of a new program of educational opportunity research sponsored by the Ministry in the areas of Mathematics and Reading Comprehension. November 1997.

Team specialist in evaluation policy, The World Bank. Supervisory Mission, Chile: Primary Education Improvement Project and Secondary Quality Improvement Project. Advisor on curriculum, quality assurance mechanisms, and secondary education strategy in the context of Chilean concerns with global competitiveness. Delivered lectures on evaluation and curricula at the Universidad Católica de Chile as part of this mission. May 1997.

Analyst, The World Bank. Conducted three-month study of evaluation standards for Mathematics and Biology school-leaving examinations in Middle East and North Africa. September - November, 1996.

Consultant, Chicago Board of Education, Division of Research Evaluation and Planning, Bureau of Program Evaluation. September 1989 - June 1990.

Department of Educational Administration and Policy Studies,
University at Albany, State University of New York, Education 313A
Albany, New York 12222
518 / 442-5089 (office) — 518 / 442-4953 (office fax)
[email protected]