Performance standards on mathematics for basic education in Honduras

a content analysis for the determination of its validity

Abstract

This study focuses on the validity of performance standards in mathematics for basic education. It analyzed the coherence between the conceptualization and operationalization of the standards using levels of performance and its relationship with content standards. This study follows the technic of content analysis, which uses performance standards as units of analysis. Categories that identify and classify the kind of evidence in favor or against the pretended coherence were created using the software Nvivo 8.
Although the concepts for both types of standards are aligned to international referents, this study found a lack of coherence among them. Six criteria present in the definition of performance standards were identified and used to explain this phenomenon. Finally, we found a lack of coherence among performance standards and its implementation. Consequently, the use of them as reference for planning and designing internal and external assessment is limited because of their lack of validity. The performance standards do not guarantee a reliable source for decision making.