Framing and assessing classroom opportunity to learn: the case of Mexico

Abstract

Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving ‘quality’ is often interpreted as enhancing student learning opportunities, but three issues remain unresolved: (a) what constitutes opportunity to learn (OTL) in classrooms; (b) how to assess classroom OTL (COTL); and (c) how to address cultural and contextual differences. We synthesise international research to propose a framework of COTL, with implications for assessment and improvement. We discuss the case of Mexico, and identify three COTL elements: instructional time, generic quality and local quality. Instructional time addresses ‘how much’ opportunity children are provided to participate in classroom activities. Generic quality addresses ‘how well’ learning opportunities are delivered. And local quality – especially critical for rural and indigenous Mexican children – considers ‘how meaningfully’ opportunities are instantiated. We identify challenges and opportunities for COTL assessment, as well as their relevance to needed improvements.

Keywords:

• classroom opportunity to learn
• measures of teaching
• Mexico
• cultural relevance

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We use the term ‘COTL assessment’ to refer to the measurement of teaching practices that afford or constrain certain types of student learning in classroom settings. This differs from ‘classroom assessment’, commonly used to refer to the formative assessment of student learning undertaken in classrooms.

2. This process will eventually entail teacher performance assessments.

3. In 2014, the programme for enhancing the quality of basic education was launched in Mexico. One of its main aims is to foster conditions for adequate school operations, which comprised nine characteristics, five of them directly related to instructional time (SEP, 2014).

Additional information

Funding

This work was supported by a research grant from the David O. McKay School of Education at Brigham Young University.