Publication: Evaluaciones educativas a gran escala en Latinoamérica:TERCE
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2019-05-17
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Universidad Complutense de Madrid
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Abstract
La presente Tesis Doctoral «Evaluaciones Educativas a gran escala en Latinoamérica: Tercer Estudio Regional Comparativo y Explicativo (TERCE)» analiza la equidad de las evaluaciones educativas estandarizadas del Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación en América Latina y el Caribe (LLECE). El objetivo es conformar un análisis metodológico de la equidad del proceso de evaluación desde una mirada in vivo antes que in vitro, en este análisis de la equidad confluirán dos tradiciones. Por un lado, la aproximación educativa donde la equidad es entendida como la distribución de los conocimientos y oportunidades sociales y escolares y, por otro lado, la tradición psicométrica que busca aportar evidencias de la validez de las medidas, que garanticen el uso e interpretación de los resultados de las pruebas en la evaluación educativa estandarizada. En apariencia pueden parecer dos tradiciones totalmente independientes. Sin embargo, tomados en el análisis metodológico de la evaluación desde el punto de vista del modelo ecológico tanto el contexto en donde se desarrolla la evaluación, como el proceso de validación son aspectos simbióticamente conectados...
This doctoral thesis “Large Scale Educational Assessments in Latin America: The Third Comparative Regional Explanatory Study (TERCE)” examines the equity of standardised educational evaluations from the Latin American Laboratory for the Evaluation of Educational Quality in Latin America and the Caribbean (LLECE). The objective is perform a methodological analysis of the equity of the evaluation process in the real world rather than theoretically, bringing together two traditions in the analysis. One is the educational approach in which equity is understood as the fair distribution of knowledge and social and school opportunities, the other is the psychometric tradition which seeks to provide evidence of validity for measurement which backs the use and interpretation of results of tests in standardised educational evaluation. They may appear to be two completely independent traditions, however when viewed through a methodological analysis of evaluation and the lens of an environmental model, both the context in which the evaluation is performed, and the validation process are symbiotically connected
This doctoral thesis “Large Scale Educational Assessments in Latin America: The Third Comparative Regional Explanatory Study (TERCE)” examines the equity of standardised educational evaluations from the Latin American Laboratory for the Evaluation of Educational Quality in Latin America and the Caribbean (LLECE). The objective is perform a methodological analysis of the equity of the evaluation process in the real world rather than theoretically, bringing together two traditions in the analysis. One is the educational approach in which equity is understood as the fair distribution of knowledge and social and school opportunities, the other is the psychometric tradition which seeks to provide evidence of validity for measurement which backs the use and interpretation of results of tests in standardised educational evaluation. They may appear to be two completely independent traditions, however when viewed through a methodological analysis of evaluation and the lens of an environmental model, both the context in which the evaluation is performed, and the validation process are symbiotically connected
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Tesis de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento, leída el 18-12-2018