Variation In Student Performance Research Articles

Do coursework summative assessments predict clinical performance? A systematic review

BackgroundTwo goals of summative assessment in health profession education programs are to ensure the robustness of high stakes decisions such as progression and licensing, and predict future performance. This systematic and critical review aims to investigate the ability of specific modes of summative assessment to predict the clinical performance of health profession education students.MethodsPubMed, CINAHL, SPORTDiscus, ERIC and EMBASE databases were searched using key terms with articles collected subjected to dedicated inclusion criteria. Rigorous exclusion criteria were applied to ensure a consistent interpretation of ‘summative assessment’ and ‘clinical performance’. Data were extracted using a pre-determined format and papers were critically appraised by two independent reviewers using a modified Downs and Black checklist with level of agreement between reviewers determined through a Kappa analysis.ResultsOf the 4783 studies retrieved from the search strategy, 18 studies were included in the final review. Twelve were from the medical profession and there was one from each of physiotherapy, pharmacy, dietetics, speech pathology, dentistry and dental hygiene. Objective Structured Clinical Examinations featured in 15 papers, written assessments in four and problem based learning evaluations, case based learning evaluations and student portfolios each featured in one paper. Sixteen different measures of clinical performance were used. Two papers were identified as ‘poor’ quality and the remainder categorised as ‘fair’ with an almost perfect (k = 0.852) level of agreement between raters. Objective Structured Clinical Examination scores accounted for 1.4–39.7% of the variance in student performance; multiple choice/extended matching questions and short answer written examinations accounted for 3.2–29.2%; problem based or case based learning evaluations accounted for 4.4–16.6%; and student portfolios accounted for 12.1%.ConclusionsObjective structured clinical examinations and written examinations consisting of multiple choice/extended matching questions and short answer questions do have significant relationships with the clinical performance of health professional students. However, caution should be applied if using these assessments as predictive measures for clinical performance due to a small body of evidence and large variations in the predictive strength of the relationships identified. Based on the current evidence, the Objective Structured Clinical Examination may be the most appropriate summative assessment for educators to use to identify students that may be at risk of poor performance in a clinical workplace environment. Further research on this topic is needed to improve the strength of the predictive relationship.

Pendulum Swings in Educational Policymaking

Reforms in American public education have not resolved the wide academic performance gap between students. Officials respond by developing reforms, that is, the No Child Left Behind (NCLB) Act and Elementary and Secondary Education Act (ESEA) Flexibility Waivers. The Waivers modified the more controversial aspects of ESEA/NCLB, which imposed a strict compliance deadline. This was a difficult task for many and an impossible one for the poorest school districts. Using factor analysis and logistic regression, this study provides a methodology for generating data to explain variation in student performance in Michigan school districts associated with organizational, school, financial, and social characteristics.

Beyond standard checklist assessment: Question sequence may impact student performance.

IntroductionClinical encounters are often assessed using a checklist. However, without direct faculty observation, the timing and sequence of questions are not captured. We theorized that the sequence of questions can be captured and measured using coherence scores that may distinguish between low and high performing candidates.MethodsA logical sequence of key features was determined using the standard case checklist for an observed structured clinical exam (OSCE). An independent clinician educator reviewed each encounter to provide a global rating. Coherence scores were calculated based on question sequence. These scores were compared with global ratings and checklist scores.ResultsCoherence scores were positively correlated to checklist scores and to global ratings, and these correlations increased as global ratings improved. Coherence scores explained more of the variance in student performance as global ratings improved.DiscussionLogically structured question sequences may indicate a higher performing student, and this information is often lost when using only overall checklist scores.ConclusionsThe sequence test takers ask questions can be accurately recorded, and is correlated to checklist scores and to global ratings. The sequence of questions during a clinical encounter is not captured by traditional checklist scoring, and may represent an important dimension of performance.

Initial Considerations When Applying an Instructional Sensitivity Framework: Partitioning the Variation Between and Within Classrooms for Two Mathematics Assessments

ABSTRACTDrawing inferences about the extent to which student performance reflects instructional opportunities relies on the premise that the measure of student performance is reflective of instructional opportunities. An instructional sensitivity framework suggests that some assessments are more sensitive to detecting differences in instructional opportunities compared to other assessments. This study applies an instructional sensitivity framework to compare student performance on two different mathematics achievement measures across five states and three grade levels. Results suggest a range of variation in student performance among teachers on the same mathematics achievement measure, variation between the two different mathematics achievement measures, and variation between grade levels within the same state. Findings highlight initial considerations for educators interested in selecting and evaluating measures of student performance that are reflective of instructional opportunities.

Analysis of Family Structure Influence on Academic Performance Among Secondary School Students in Bungoma East Sub-County, Kenya

A family is a fundamental unit in society. However, the structure of a family has been changing from the traditional family structure comprising of parents and their children to other forms of family structures that provides alternative dependence system. The emerging family structures may have an influence on academic performance in secondary schools’ as students depend on the family emotional and material support. This study examined the influence of family structure influence on students’ academic performance within Bungoma East Sub-County. The study objectives were to examine the Nuclear family structure influence on academic performance of students’ public secondary schools in Bungoma East Sub-County; to examine the Single parent family structure influence on academic performance of students in public secondary schools in Bungoma East Sub-County. This study was guided by Bronfenbronner’s principles of ecological theory of child on child development, a risk and protective model. Descriptive research design and mixed methodology was used to determine the extent to which variation in family structure and school setting influences students’ academic performance. A sample size of 323 respondents was used in the study and a response rate of 95.7% was achieved. The questionnaire and interview schedule provided data that was analysed and presented findings through frequency tables, pie-charts, bar charts and others. Inferential statistics was used to analyse and ascertain relationship between family structure and academic performance. A regression analysis between family structure background and academic performance was performed and a Pearson Correlation test done to reveal significant correlation between the variables. The findings of this study revealed that good performance of learner with nuclear family was due to economic support, family support, parental motivation and home study environment. Nuclear family background positively influenced academic performance of student and it significantly accounted 16.7% variance in student performance. Single parent family background attributed good performance of learners with small percentage as shown by 92(30%). Single parent family background negatively influenced academic performance of student and it significantly explained 1.6% variance in student performance. Policy makers should always take the subjective views of their wards into consideration in order to avert the problem of single parenthood, step parenthood and grandparenthood in the society. By doing so, the increase in nuclear family parenthood will provide socio-economic support and motivation needed for students to perform well in their academics. Boarding schools setup will reduce the parenting influence.

Peer Coaching of At-Risk Students in a Remedial Mathematics Course

Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students’ affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a) incorporating the teaching of study skills into an elementary algebra course; and (b) identifying at-risk students and assigning these students “coaches,” who functioned both as tutors and counselors, providing regular personalized assistance. The results showed that the attrition rate was significantly lower in the treatment groups, and the overall passing rate for coached students was significantly higher.

Can low skill teachers make good students? Empirical evidence from PIAAC and PISA

Using teachers’ skills from the Survey of Adult Skills (PIAAC) and students’ performance from the Programme for International Students Assessment (PISA) we exploit a multilevel model to investigate how much of the variation in student performance can be explained by teacher quality at the country level across a number of OECD countries. Results show how teachers’ skills seem to have positive effects on student achievement and explain part of the variation between countries in students’ achievement. National policies and efforts made from Education departments to improve teacher quality seem crucial to achieve both overall excellence and greater equity across countries.

The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students.

To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P<0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

Are We Making Progress? New Evidence on Aboriginal Education Outcomes in Provincial and Reserve Schools

This Commentary summarizes new evidence on Aboriginal education from the National Household Survey (NHS) that accompanied the 2011 census. There is some good news: young adults aged 20-24 at the time of the census who identified as North American Indian/First Nation and were living off-reserve, and those who identified as Metis, had considerably lower rates of incomplete secondary studies in 2011 than at the time of the previous census in 2006. The good news needs to be qualified. First, the incomplete secondary studies statistic for the off-reserve Indian/FN population is still three times the rate for young non-Aboriginals (30 percent relative to 10 percent) and the Metis rate is twice as high (20 percent relative to 10 percent). The report card for the provincial school systems might be “making progress, need to do better.” The second and more serious qualification is that the rate of incomplete secondary studies remains extremely high (58 percent) for young Indian/FN living on-reserve, and has declined little since 2006. While there is great variation in student performance among the 500 on-reserve schools across Canada, their overall report card is “inadequate, need to make major improvements.” National averages hide provincial variations. The six provinces from Quebec to British Columbia are home to almost 90 percent of Canada’s Aboriginal population. In Manitoba, the incomplete rate among young Indian/FN adults living on-reserve is 12.3 points above the national average (which is 58.0 percent); the BC rate is 17.3 points below the national average – a 30 point range. Outcomes in British Columbia and Ontario are uniformly better than the national average for all Aboriginal groups; in the Prairie provinces they are generally worse. Outcomes in Quebec are mixed: worse than average for Indian/FN on-reserve, better than average for Indian/FN off-reserve. In 2011, the federal government launched a major initiative intended to provide a legislative framework for organizing reserve schools and for enabling creation of reserve-based equivalents of provincial school districts. One motivation was the persistence of consistently low on-reserve high-school completion rates. BC’s policy innovations over the last two decades have not been a panacea, but the province’s above-average on-reserve education outcomes are another motivation. At time of writing (April 2014), Ottawa has tabled legislation, the First Nations Control of First Nations Education Act (Bill C-33). The AFN has lent qualified support to the legislation; many chiefs have voiced opposition, and the bill’s fate is uncertain. In the author’s opinion, Bill C-33 is an important legislative advance and deserves broad Parliamentary support.

From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education

Special education provides service and access to students and families who have varied life experiences that manifest as variations in development, learning, and behavior. The contention of this paper supports the notion of refocusing our efforts on developmental and learning theories that take into consideration human variance and individual difference to inform intervention selection in special education. The author briefly discusses the current practice of Special Education in the United States and presents definitions of divergence versus deficit to build the argument that focusing inadequacy of student performance as opposed to variation in student performance can lead to inaccurate identification of appropriate strategies for students with exceptionalities. A definition of deficit model in conjunction with cultural and social implications, with regard to students identified as having emotional and behavior disabilities will be discussed. Emotional intelligence and moral development are introduced as theoretical models that can inform selection and classroom use of preventative mental health curriculum and interventions designed to improve student capacity in emotion-based utility, perspective taking, and decision making.

The danger of inadequate conceptualisation in PISA for education policy

Due to the broad acceptance of the Programme for International Student Assessment (PISA) and other comparative studies as instruments of policymaking, its accuracy is essential. This article attempts to demonstrate omissions in the conceptualisation, and consequently in calculation and interpretation, of one of the central points of PISA 2006 and 2009. The authors point to the danger of such omissions for possible evidence-based education policymaking. With regard to the reproduction of social inequalities through education, we focus on variance in student performance between schools and within schools on the science scale (PISA 2006) and in the mother tongue (PISA 2009). The thesis of the PISA study is that there are countries (Finland, Iceland and Norway) where between only 14 and 29% of the average OECD variance (33%) is attributed to between-school variance – which is good – and there are countries (Germany, Bulgaria, Austria, Hungary, Belgium, Slovenia, the Netherlands, etc.), where the variance between schools is at least ‘one-and-a-half times that of the OECD’ – which is bad. For Slovenia, we demonstrate a significantly different share of variance explained by between-school variance of the same or similar cohort if we move the point of research by only nine months. Our main argument is that such a difference in the share of variance is not the result of a substantial change in the results (grooving difference in the performance) but the result of formal organisational change – the transition of the cohort to upper secondary education. The difference in calculations also radically changes policy implications, which is crucial. While PISA data suggest the necessity of policy measures to reduce between-school variance, our calculations suggest the need for reconsideration of policy measures aimed at the reduction of within-school variance, gender differences, and differences in performance between native and immigrant students.

Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment:

Abstract This article examines how the amount of time students spend on a low-stakes test, motivation, and local test administration procedures represent problematic intervening variables in the measurement of student learning. Results from successive administrations of the Collegiate Learning Assessment at a public comprehensive university reveal wide year-to-year variations in student performance that may be related to effort rather than cognitive ability. Findings call into question the efficacy of low-stakes testing to measure educational achievement or institutional effectiveness for accountability purposes.

Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment:

Abstract This article examines how the amount of time students spend on a low-stakes test, motivation, and local test administration procedures represent problematic intervening variables in the measurement of student learning. Results from successive administrations of the Collegiate Learning Assessment at a public comprehensive university reveal wide year-to-year variations in student performance that may be related to effort rather than cognitive ability. Findings call into question the efficacy of low-stakes testing to measure educational achievement or institutional effectiveness for accountability purposes.

DOES ATTENDANCE AT A HISTORICALLY WHITE UNIVERSITY BENEFIT NON-WHITE STUDENTS OF INTRODUCTORY ECONOMICS IN SOUTH AFRICA?

The Equality of Educational Opportunity survey (aka the Coleman Report), published in 1966 in the USA, is arguably the fountainhead of the debate promulgated within the economics of education and allied disciplines concerning the efficacy of schooling. The debate was largely due to the primary conclusion of the Coleman Report that school inputs (other than student demographics) explain little, if any, of the variance in student performance, with the implication that more money was not the solution to educational problems. While the methodology and the conclusions of the Coleman Report have been criticised in the 40 years since its publication, the fundamental question of the magnitude and extent of the consequences of educational inequalities has relevance to the South African situation. Utilising a cross-sectional data set drawn from three universities, and the theoretical framework of an education production function, this paper addresses the issue of whether, over a decade after the first democratic elections in South Africa, black, Indian and coloured students studying Introductory Microeconomics, have benefited academically from attending historically advantaged (i.e. white) universities (HAU) relative to their counterparts who are attending historically disadvantaged universities (HDU).

National Income, Income Inequality, and the Importance of Schools: A Hierarchical Cross-National Comparison

The international and comparative education literature is not in agreement over the role of schools in student learning. The authors reexamine this debate across 25 diverse countries participating in the fourth-grade application of the 2003 Trends in International Mathematics and Science Study. The authors find the following: (a) In most cases, family background is more important than schools in understanding variations in student performance; (b) schools are nonetheless a significant source of variation in student performance, especially in poor and unequal countries; (c) in some cases, schools may bridge the achievement gap between high and low socioeconomic status children. However, schools’ ability to do so is not systematically related to a country’s economic or inequality status.

Children’s blood lead and standardized test performance response as indicators of neurotoxicity in metropolitan New Orleans elementary schools

This study analyzes pre-Katrina variation in aggregate student performance and children’s blood lead (BPb) in 117 elementary school districts in metropolitan New Orleans. Fourth grade student achievement on Louisiana Educational Assessment Program (LEAP) tests were analyzed as a function of BPb for children 1–6 years old within school districts, controlling for student–teacher ratios, percent of students eligible for a free or discounted lunch, and school racial demography. Measures of performance across subject areas (English Language Arts, Science, Mathematics, and Social Studies) include school Achievement Test Scores (ATS) and indices of agreement and variation in student achievement. ATS are measured on a 5-point scale, corresponding to achievement categories of advanced = 5 to unsatisfactory = 1. Regression results show that median BPb ( μ g/dL) and percent of children with BPb ≥ 10 μ g/dL are significantly associated with reductions in test scores across all subjects and depress variation in student performance across achievement categories. These data suggest that assisting children with improved school performance requires alleviation of pre-school Pb exposure and its associated neurotoxic damage. Cost–benefit calculations suggest that it is more cost effective to pay for onetime primary prevention instead of paying continuous expenses focused on reversing neurotoxic damage.

Orientation to learning and previous learning experiences: Are they factors that affect learning in the distance mode?

This paper is an attempt to investigate whether the outcome of learning advanced language skills through the distance mode is affected by students' orientation to learning and by their previous learning experiences. Motivation or orientation to learning is a factor often used to explain variation in student performance. Motivation is of fundamental importance particularly to Open University students since a) they have chosen to engage in post-compulsory education and, b) because the nature of distance education requires the student to be responsible for steering and maintaining her own learning. Orientation to learning, following Morgan (1993) is broadly categorised as ‘vocational', ‘academic' or ‘personal' and used in conjunction with motivation in language learning defined as ‘instrumental' or ‘integrative' (Gardner and Lambert 1972). Prior learning was established on the basis of formal education/examinations taken before enrolling at the Open University. doi: 10.4038/ouslj.v2i0.366 OUSL Journal (1999) Vol.2, (pp.94-124)

Strengths and Weaknesses in the Swedish and Swiss Education Systems: A Comparative Analysis Based on PISA Data

Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.

Training Guide for Standardized Patient Instructors to Teach Medical Students Culturally Competent Tobacco Cessation Counseling

OPEN ACCESSFebruary 26, 2008Training Guide for Standardized Patient Instructors to Teach Medical Students Culturally Competent Tobacco Cessation Counseling Sonia Crandall, PhD, MS, Kristie Long Foley, PhD, Gail Marion, PA, PhD, Donna Kronner, Kathy Walker, Karen Vaden, John Spangler, MD, MPH Sonia Crandall, PhD, MS Wake Forest School of Medicine of Wake Forest Baptist Medical Center Google Scholar More articles by this author , Kristie Long Foley, PhD Davidson College Google Scholar More articles by this author , Gail Marion, PA, PhD Wake Forest University School of Medicine Google Scholar More articles by this author , Donna Kronner Wake Forest University School of Medicine Google Scholar More articles by this author , Kathy Walker Wake Forest University School of Medicine Google Scholar More articles by this author , Karen Vaden Wake Forest University School of Medicine Google Scholar More articles by this author , John Spangler, MD, MPH Wake Forest University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.762 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction:: This module was designed to serve as a toolkit for health care educators interested in training lay persons to serve as tobacco-using standardized patient instructors (SPIs). The curriculum has been applied in undergraduate medical education, but could easily be adopted in physician assistant programs, nursing schools, and residency programs. Methods: This module is divided into three parts, expected to be completed within three, half-day training sessions. Chapters one through three of this module correspond to the curriculum content to be delivered. These chapters are titled: Introduction to Tobacco Cessation Counseling, Recognizing and Evaluating Culturally Competent Tobacco Cessation Counseling, and Providing feedback on Tobacco Cessation and Recognizing Culturally Competent Counseling, respectively. Chapter four, titled Observation of an SPI Encounter, may occur within the three days or be offered on another day while Chapter 5: Standard Forms, provides additional training materials. It is recommended that the comprehensive training program be fully undertaken to achieve the full value of the curriculum content. Results: The significance of this work and the reliability of the training were published (Foley KL, George G, Crandall SJ, Walker KH, Marion GS, Spangler JG. Training and evaluating tobacco-specific standardized patient instructors. Fam Med. 2006;38(1):28-37). The results showed that “SPIs highly rated the content, organization, and presenters of the training program. Medical students positively evaluated their experience with the SPIs. The [Tobacco Intervention Risk Factor Interview Scale] TIRFIS and [Tobacco Beliefs Management Scale-Tobacco Cultural Concerns Scale] TBMS-TCCS subscales demonstrated good internal reliability and inconsistencies in ratings by different SPIs were minimal. In addition, a range of scores on both measures attest to the sensitivity of the instruments to assess variations in student performance. Significant start-up costs are associated with developing this training program, although costs decline when SPIs are retained long term. The SPI training program was effective in developing a cohort of knowledgeable and reliable SPIs to train medical students in ways to improve their tobacco intervention counseling skills.” Discussion: The module was designed to serve as a toolkit for health care educators interested in training lay persons to serve as tobacco-using SPIs. The curriculum has been applied in undergraduate medical education, but could easily be adopted in physician assistant programs, nursing schools, and residency programs. It is recommended that the comprehensive training program be fully undertaken to achieve the full value of the curriculum content. Educational Objectives By the end of this session, learners will be able to: Describe basic epidemiology of tobacco prevalence and health effects of tobacco use.Articulate pharmacotherapy treatment options for nicotine dependence.Describe the Stages of Change model and its application to tobacco cessation counseling.Raise awareness among standardized patient instructors about the role tobacco has played in their own lives.Reliably apply the scoring algorithms using the guide and behavioral indicators.Appreciate the role that culture plays on tobacco use/dependence.Identify disparities in tobacco use/dependence among various subgroups.Reliably evaluate students' cultural counseling skills using the Tobacco Beliefs and Management Scale and the Tobacco Cultural Concerns Scale.Learn how to provide constructive feedback to the health care student. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Tobacco Cessation SPI Folder Chapter 1 Folder Chapter 2 Folder Chapter 3 Folder Chapter 4 Folder Chapter 5 Folder Andrea M.doc Charles R.doc Daphine L.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2008 Crandall et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsTobaccoHumanistic EnvironmentNicotineStandardized PatientsSmoking Cessation Disclosures None to report. Funding/Support None to report. Loading ...

Fatores associados ao desempenho escolar: estudo multinível com dados do SAEB/2001

Esse estudo visou construir um modelo de desempenho escolar utilizando análise multinível, um tipo de regressão múltipla que leva em consideração a estrutura hierárquica dos dados. Foram considerados os dados do SAEB de 2001, especificamente os referentes aos alunos da 3ª série do Ensino Médio. Depois de controlar o efeito das variáveis de seletividade e composição escolar verificou-se uma correlação intraclasse de 0,17. Isso significa que 17% da variância no desempenho escolar podem ser atribuídos ao nível da escola. No modelo multinível final foram incluídas sete variáveis referentes ao aluno e nove variáveis referentes à escola. As variáveis com efeito mais forte concernentes ao aluno foram: atraso escolar e comparação do aluno com os colegas. Quanto à escola foram: recursos culturais agregado e atraso escolar agregado. Espera-se que o modelo final seja utilizado para a elaboração de políticas públicas visando o melhoramento do sistema educacional brasileiro.