Education Quality: Reflections On Its Evaluation Through Standardized Testing.

Abstract

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Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

“…Thus, following Patil and Gupta [13], who claim that information about students' life circumstances can shed light on and help improve learning and learning environments, we set out to analyze the 2019 results of the Saber Pro standardized test taken by all bachelor's degree students in Colombia in relation to the characteristics of the students who took it. Taking into account that education-focused research is now supported by software that optimizes the collection of valuable information from massive datasets [21], that universities' digital culture involves the adoption and creation of models of the information and communication technologies they possess [18], and that understanding each item assessed on a standardized test and what it measures is as important to the practice of teaching as defending the idea that quality in education goes far beyond quantitative results [14], we began by statistically describing the characteristics of the 298 bachelor's degree students from a public university in Colombia who sat the Saber Pro test in 2019.…”

“…In order to draw an accurate picture of quality in education, we need a set of criteria that allows us to assess the procedures used to determine it [14,15]. In this regard, the analysis of standardized test results must overcome one of its greatest obstacles: the inability to delve into the reality of the individual, the student or the institution.…”

“…Studies show that children living in extreme poverty, deprived of basic needs such as food, clothing or shelter, or lacking utilities such as electricity or internet access are more likely to perform poorly in school and drop out [16,17]. Knowing each item assessed on a standardized test and what it measures is as important to the practice of teaching as defending the idea that quality in education goes far beyond quantitative results [14].…”

“…So, rethinking assessment methods could lead to changes in curricula [27]. Multilateral organizations are promoting education reform, and standardized tests offer the statistical indicators that these organizations are looking for in order to devise strategies that eventually become government policies in different countries [14,[28][29][30]. When this type of test yields unfavorable results, government agencies deliver recommendations without a critical understanding of the solutions they are proposing, and they prioritize reproducing quantitative test data over exploring the implications for education [31][32][33][34][35].…”

Capacitación Pedagógica en Herramientas Digitales y su Impacto en la Calidad Educativa de las Instituciones Educativas Fiscales en época de Pandemia

“…Es así que el Mineduc, para este año 2020, en plena época de pandemia por el SARS -COV-2, decide implementar un plan de capacitaciones, que permita a los docentes fiscales la aplicación de herramientas digitales y metodologías innovadores para gestionar el proceso de enseñanza y aprendizaje con eficacia. Además, Cifuentes et al(2019), reconocen que la canalización, revisión adecuada, organizada y constante de la pedagogía, didáctica y calidad en la educación constituyen un plan de mejora viable en la detección de falencias en el proceso de enseñanza y aprendizaje. Por otro lado, Moreano (2015), establece "la importancia de la educación del siglo XXl, las necesidades que existen para la formación docente", donde se avanza a pasos agigantados a nivel global "y que el docente debe actualizarse constantemente para tener las herramientas necesarias para que nuestros estudiantes obtengan un conocimiento eficaz" (Moreano, 2015, p. 511).…”