La educación secundaria y superior en Colombia vista desde las pruebas Saber.

Abstract

Las pruebas estándar generan debate al evaluar la calidad de la educación. Empero, son una herramienta de caracterización de los estudiantes. Colombia parece ser el único país del mundo en que se puede hacer el seguimiento de la prueba estándar de secundaria y universitaria para el mismo estudiante. El estudio busca caracterizar a los estudiantes que presentaron ambas pruebas. Se llevan a cabo tablas de contingencia en EXCEL para los estudiantes en Colombia que lograron terminar su bachillerato y pregrado, y presentaron la prueba Saber 11 en 2005-2006 y 4-5 años después Saber Pro en instituciones tanto técnicas como universitarias (N=25,980), y solo universitarias (N=18,845). Seis de cada diez estudiantes que terminaron sus estudios superiores asistieron a un colegio o a una universidad del sector privado. Aproximadamente dos de cada tres estudiantes que terminan sus estudios superiores lo hacen en una universidad. Hay diferencias significativas de las pruebas Saber 11 por género y esta prueba se encuentra muy correlacionada con la prueba Saber Pro. Los resultados de las pruebas Saber Pro en universidades oficiales son superiores a aquellos de las públicas.

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

“…This study makes a significant contribution to the otherwise limited exploration of the relationship between students' academic performance and their individual, family and school variables, owning to problems of data availability [2]. It also helps to fill the research gap on the Saber Pro test and on analyzing test outcomes to drive improvement actions [36,37,41,42,44,[66][67][68]. In this regard, we statistically analyze data to provide insights into how to improve education quality [36,37,[42][43][44].…”

“…There has been considerable research into Saber Pro tests in recent years, and the consensus is that results-oriented courses are scarce [35][36][37] and that they depend on developments in other program cycles and on teachers themselves [38][39][40]. Previous research has called for updated pedagogical, methodological and didactic strategies in undergraduate education and for a critical look at how learning and teaching styles affect results [40,41].…”

“…Previous research has called for updated pedagogical, methodological and didactic strategies in undergraduate education and for a critical look at how learning and teaching styles affect results [40,41]. Researchers have also suggested that statistical data analysis is key to improving educational quality [36,37,[42][43][44] and that discussions are needed to assess educational quality [41,42].…”

“…It also helps to fill the research gap on the Saber Pro test and on analyzing test outcomes to drive improvement actions [36,37,41,42,44,[66][67][68]. In this regard, we statistically analyze data to provide insights into how to improve education quality [36,37,[42][43][44].…”

Forecasting model with machine learning in higher education ICFES exams

“…Many authors like Hanushek [1], Coleman [2], Barrera [3], and in Finland [4], have studied this topic. They have demonstrated that knowledge can be affected by different variables that allow improving the cognitive abilities of students: their way of being, their level of emotions, and economic aspects, among others [5].…”