Abstract
In the mid-1990s, a Deputy Secretary of Education in a country in Latin America convened a meeting of some of the best educational researchers in the country. The purpose of the meeting was to discuss preliminary results of the evaluation of student achievement which had been undertaken as part of the Third International Mathematics and Science Study (TIMSS). The performance of students in this country was below that of students in most other participating countries. The Deputy Secretary asked the researchers to comment on how the results might be interpreted by the larger research community and by the public. After listening for the better part of the meeting, he asked all participants to return the draft presenting the results and said that the meeting should not be discussed; in fact, it could be considered as not having taken place. The results would be held in the strictest secrecy. The country informed the International Association for the Evaluation of Educational Achievement (IEA) that it was withdrawing from the study and that no one could use or disseminate the data collected. The Director General of Evaluation was asked to keep the data secure and to prevent dissemination and utilization of the information.
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Reimers, F. (2003). The Social Context of Educational Evaluation in Latin America. In: Kellaghan, T., Stufflebeam, D.L. (eds) International Handbook of Educational Evaluation. Kluwer International Handbooks of Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0309-4_28
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DOI: https://doi.org/10.1007/978-94-010-0309-4_28
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