Bibliographic Details
| Title: |
LAS PRUEBAS MASIVAS. |
| Authors: |
Barriga, Ángel Díaz1 adbc@servidor.unam.mx |
| Source: |
Revista Mexicana de Investigación Educativa. abr-jun2006, Vol. 11 Issue 29, p583-615. 33p. |
| Subject Terms: |
*Comparative studies, *Educational tests & measurements, *Academic achievement testing, *Achievement tests, *Educational surveys |
| Geographic Terms: |
Mexico |
| Abstract (English): |
During the past ten years, significant impetus has been given in Mexico to the use of tests for the masses, known technically as large-scale. Although such testing instruments have been in operation since the mid 1970s, only recently have the results been made known to the general population. To date, no technical analysis has been made of the meaning of the underlying elements in their construction. This study analyzes, from three perspectives, two tests: EXANI-I, the high school admissions test; and the PISA test for students aged fifteen and sixteen. The author examines the theories: of the test, which underlies each instrument; of learning, used to construct responses; and of the content, found behind the responses of mathematics and language. The conclusion is that Mexican tests are conceptually one generation behind the tests used by OECD. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En los últimos diez años se ha dado un significativo impulso en México a Ia aplicación de pruebas masivas, técnicamente liamadas a gran escala. Si bien desde mediados de los setenta han operado estos instrumentos, hasta ahora los resultados se han difundido entre Ia sociedad. Sin embargo, a la fecha no hay un análisis técnico del significado de los elementos que subyacen en su construcción. En este estudio se analizan, desde tres perspectivas, dos pruebas: el EXANI I, que se aplica para ingresar al bachillerato, y Ia de PISA, para estudiantes de 15⁄16 años. El autor examina las teorías: del test, que subyace en cada instrumento; de aprendizaje, con Ia que se construyen los reactivos; y del contenido, que se encuentra detrás de los reactivos de matemáticas y lenguaje. Concluye que las pruebas mexicanas responden conceptualmente a una generación anterior a las que está empleando la OCDE. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
