Assessment of the educational attainment of students: a new approach


Resumen de la intervención de OIDEL ante el Consejo de Derechos Humanos sobre la evaluación de los resultados escolares. Se han adherido a esta intervención 15 ONG y Universidades.

We welcome the Report of the Special Rapporteur on the right to Education, Kishore Singh, entitled Assessment of the educational attainment of students as the continuation of his previous report concerning quality education and normative action (A/HRC/20/21). Indeed, assessment of the educational attainment of students is essential for measuring quality of education and thus implementing the right to education.

Furthermore, we fully agree with the recommendation made to States to move forward to a more holistic approach in assessing students’ attainments. Although there has been a step taken in many countries in the right direction to have the first assessments based on reading, writing and arithmetic (such as PISA), education is much more than that. Assessment should be grounded in a human-rights based approach.

We recognize the importance of the recommendation that the Special Rapporteur made in his report regarding evaluation mechanisms in order to see the progress of each student aside from school standards: Firstly, it will allow us to see the reflection of the local and national curriculum requirements; an additionally an assessment based on individual conditions of each student is extremely helpful in applying inclusive education. It provides constructive information for teachers in order to support students to complete each module, and to ensure progressive improvement particularly in to vulnerable groups.

We would like the Council to organize a consultation with States, experts and civil society about Quality education based on the Special Rapporteur’s Reports, and the excellent work made also from UNESCO and the High Commissioner for Human Rights. We greatly appreciate the significant suggestion that Special Rapporteur has made to add the important issue of Quality of Education in the post-2015 agenda. Finally, we emphasize again, as the Special Rapporteur has mentioned, the importance of civil society and NGOs as guarantors of quality education. We would like to all member states to maintain constructive dialogue with them.

Ignasi Grau