Towards Effective Integration: Modeling Strategies to Link Standardized Assessment Results with Educational Policies
Considering the importance of the results of national and international standardized tests, which are a benchmark for measuring educational quality, t.
- Pub. date: January 15, 2025
- Online Pub. date: November 19, 2024
- Pages: 89-106
- 14 Downloads
- 65 Views
- 0 Citations
Considering the importance of the results of national and international standardized tests, which are a benchmark for measuring educational quality, the objective of this research was to model strategies to improve the results of the evaluations, specifically the Saber 11 standardized tests. These tests are applied to students who finish their Vocational Education and Training (VET) in Bogotá, Colombia. To achieve this objective, we employed the Systems Dynamics methodology for a comprehensive analysis, which is a tool that allows for the analysis and projecting of the behavior of different systems, in which anticipation by means of modeling results over time is required. The modeling was conducted in two stages: First, a causal loop diagram and a stock-and-flow diagram that linked 45 variables were designed, showing the underlying physical structure of the system. Then, five groups of alternative simulations were conducted over a time frame of six years: Reference mode, student self-efficacy rate, management rate, teaching competencies rate, and educational policy. An increase in results was observed in each scenario. The combined activity of educational stakeholders is a notably effective strategy to achieve significant improvements. The data used for these simulations came from a six-year period of standardized test results in Bogotá. This period was selected to capture both recent trends and long-term outcomes, ensuring that the model reflects current educational conditions while allowing for meaningful trend analysis.
Keywords: Student evaluation, quality of education, standardized tests, system dynamics, modelling.
0
References
Alonso-Almeida, F. (2021). Dynamic modals in English history texts (1700-1900). Revista Signos, 54(106), 529-548. https://doi.org/10.4067/S0718-09342021000200529
Anderson, L. W. (2005). The No Child Left Behind Act and the legacy of federal aid to education. Education Policy Analysis Archives, 13(24), 1-23. https://doi.org/10.14507/epaa.v13n24.2005
Aracil, J., & Gordillo, F. (1998). Dinámica de sistemas [System dynamics]. Alianza Editorial. https://bit.ly/3Un1Ywg
Azambuya Bouzon, M. E. (2020). La Evaluación Educativa: aproximación a un caso de 1° de la ESO [Educational evaluation: Approach to a case of 1st year of ESO]. Revista de Educación de la Universidad de Málaga, 1(1), 240-262. https://doi.org/10.24310/mgnmar.v1i1.7153
Backes, B., Cowan, J., Goldhaber, D., & Theobald, R. (2024). How to measure a teacher. The Journal of Human Resources, 59(5), Article 1023-13180R2. https://doi.org/10.3368/jhr.1023-13180r2
Bala, B. K., Arshad, F. M., & Noh, K. M. (2017). System dynamics Modelling and simulation. Springer.
Barragán, S., & Marcelo, E. (2023). Results of standardized government tests: an educational quality indicator. Frontiers in Education, 8, Article 1288640. https://doi.org/10.3389/feduc.2023.1288640
Barragán Moreno, S. P. (2013). Respuestas omitidas: Examen de matemáticas básicas [Omitted answers: Basic mathematics exam]. Revista Mutis, 3(1), 69-85. https://doi.org/10.21789/22561498.480
Barragán Moreno, S. P., & Lozano Galindo, O. L. (2024). Simulation for student dropout and educational alternatives between presence-distance after COVID-19. Revista Electrónica de Investigación Educativa, 26, 1-35. https://doi.org/10.24320/redie.2024.26.of.5897
Barragán Moreno, S. P., & Marcelo Escalante, E. (2022). Educación inclusiva, perspectiva desde la evaluación. Evolución en las políticas públicas colombianas [Inclusive education, perspective from evaluation. Evolution in Colombian public policies]. International Humanities Review/Revista Internacional de Humanidades, 13(2), 1-22.
Bianchi, C. (2016). Dynamic performance management. Springer. https://doi.org/10.1007/978-3-319-31845-5
Bianchi, C., & Salazar Rua, R. (2022). A feedback view of behavioral distortions from perceived public service gaps at ‘street-level’ policy implementation: the case of unintended outcomes in public schools. Systems Research and Behavioral Science, 39(1), 63-84. https://doi.org/10.1002/sres.2771
Bravo-Sanzana, M., Miranda-Zapata, E., & Miranda, H. (2020). Psychometric analysis of a school social climate scale: Input elements for the investigation and promotion of well-being. Frontiers in Psychology, 11, Article 605326. https://doi.org/10.3389/fpsyg.2020.605326
Cadenas Anaya, C., & Guaita, W. (2020). System dynamics, a methodology for building decision-making models in agro-industrial sectors. Gran Colombiano Polytechnic University Institution. https://bit.ly/4dWE3v7
Collazos Valenzuela, A. C., Quintero Medina, M. V., & Trujillo Caicedo, K. N. (2021). Determinantes del rendimiento académico de la prueba SABER 11 durante el periodo 2014-2019 en Colombia [Determinants of academic performance of the SABER 11 test during the period 2014-2019 in Colombia]. Pensamiento y Gestión, 15(29), 103-126. https://doi.org/10.15765/pnrm.v15i29.1723
Colombian Institute for the Evaluation of Education. (2016). Resolución 457, por la cual se reglamentan las metodologías utilizadas con ocasión del examen de estado, ICFES saber 11 y se dictan otras disposiciones [Resolution 457, which regulates the methodologies used on the State Examination, ICFES SABER 11 and dictates other provisions]. https://bit.ly/4cNFBa1
Colombian Institute for the Evaluation of Education. (2023). PISA ¿Qué Es? [PISA What is it?]. https://bit.ly/3X9JhOF
Congreso de la República [Congress of the Republic]. (1976, February 23). DECRETO No. 088 DE 1976 [DECREE No. 088 OF 1976]. Diario Oficial No. 34.495 [Official Gazette No. 34.495]. https://bit.ly/3NEYRfp
Congreso de la República [Congress of the Republic]. (1984, April 24). Decreto 1002 de Abril 24 de 1984 [Decree 1002 of April 24, 1984]. https://bit.ly/4dXBB7i
Congreso de la República [Congress of the Republic]. (1991). Constitución política de la República Colombia [Political constitution of Colombia]. 30 April 2024. Diario Oficial 52728. https://bit.ly/46Q4u3p
Congreso de la República [Congress of the Republic]. (1994). Ley 115 de 1994, Ley general de educación [Law 115, General Education Law]. 30 April 2024. Diario Oficial 52728. https://bit.ly/3WPTEG4
Congreso de la República [Congress of the Republic]. (2009). Ley 1324 de 2009 [Law 1324 of 2009]. 30 April 2024. Diario Oficial 52728. https://bit.ly/3X7qy6j
Cosenz, F. (2022). Managing sustainable performance and governance in higher education institutions: A dynamic performance management approach. Springer. https://doi.org/10.1007/978-3-030-99317-7
De Leo, E., Aranda, D., & Addati, G. A. (2020). Introducción a la dinámica de sistemas [Introduction to system dynamics]. University of the Center for Macroeconomic Studies of Argentina (UCEMA). https://bit.ly/3YRFRBb
Escuela de Profesores del Perú [Peruvian Teachers' College]. (n.d.). Evaluación por competencias en educación básica [Competency-based assessment in basic education]. https://bit.ly/4fTvZgk
E Servicios Educativos [E Educational Services]. (2021). Breve resumen de la historia del ICFES [Brief summary of the history of ICFES]. https://bit.ly/48rIjkD
Fulano-Vargas, B. C., & Meneses-Runza, I. N. (2023). School assessment from the perspective of students. Caribbean Journal of Educational Research, 7(1), 163-182. https://doi.org/10.32541/recie.2023.v7i1.pp163-182
Fundación Empresarios por la Educación [Entrepreneurs for Education Foundation]. (2024). Análisis de resultados examen Saber 11° 2023 [Analysis of results of the Saber 11th grade exam 2023] https://bit.ly/48J0iU2
Goodill, C. A. (2016). An analysis of the educational systems in Finland and the United States: A case study [Honors theses, University of Dayton]. University of Dayton eCommons. https://bit.ly/4fkx0gp
Government Statistical Bureau. (2020, June 4). Boletín técnico educación formal (EDUC), 2019 [Formal education technical bulletin (EDUC), 2019]. Departamento Administrativo Nacional de Estadística [National Administrative Department of Statistics]. https://bit.ly/3SSU7pu
Grupo Banco Mundial [World Bank Group]. (2021). Colombia notas sectoriales de política: Educación [Colombia Sectoral policy notes: Education]. https://bit.ly/3yygtGc
Gutiérrez Duque, D. M., & Mayora Pernía, C. A. (2020). Predictors of school performance in standardized tests of English: evidence from the state exam in Colombia. Revista Virtual Universidad Católica del Norte, 62, 33-62. https://doi.org/10.35575/rvucn.n62a3
Instituto Colombiano para la Evaluación de la Educación [Colombian Institute for the Evaluation of Education]. (2022). Clasificación de establecimientos y sedes [Classification of institutions and headquarters]. https://bit.ly/4epNN0R
Laboratorio de Economía de la Educación [Laboratory of Economics of Education]. (2024, April 15). Pruebas Saber 11: una década de análisis [Saber 11 tests: a decade of analysis]. https://bit.ly/4fgw8d8
Martínez, M. (2024). Teorías desarrolladas y Teorías en acción sobre Evaluación: Análisis de Cuatro Experiencias [Declared theories and theories in action on evaluation: analysis of four experiences]. Iberoamerican Journal of Educational Evaluation, 17(1), 57-85. https://bit.ly/4hqEX5x
Martín González, D. (2022). The theory of dynamic systems applied to the teaching of English as a foreign language: the case of non-bilingual sections of ESO in an institute in Madrid. Encuentro Journal, 30, 61-79. https://doi.org/10.37536/ej.2022.30.1933
Meeter, M. (2022). Predicting retention in higher education from high-stakes exams or school GPA. Educational Assessment, 28(1), 1-10. https://doi.org/10.1080/10627197.2022.2130748
Ministerio de Educación Nacional [Ministry of National Education]. (1994). Decreto 1860 de 1994 [Decree 1860 of 1994]. Diario Oficial 41473. https://bit.ly/3YFqgUP
Ministerio de Educación Nacional [Ministry of National Education]. (2002). Decreto 230 de 2002[Decree 230 of 2002]. https://bit.ly/3BWsAOo
Ministerio de Educación Nacional [Ministry of National Education]. (2009). Decreto 1290 [Decree 1290]. https://bit.ly/3Uqg00r
Ministerio de Educación Nacional [Ministry of National Education]. (2017). Evaluar y promover el mejoramiento [Evaluate and promote improvement]. https://bit.ly/4hHW5DY
Ministerio de Educación Nacional [Ministry of National Education]. (2019, December 3). Pruebas PISA mayo 2018: Un reto por la calidad [PISA May 2018 Tests A Challenge for quality]. https://bit.ly/40lBQFS
Ministerio de Educación Nacional [Ministry of National Education]. (2020). Evaluación: Índice sintético de calidad educativa- ISCE [Evaluation: Synthetic index of educational quality- ISCE]. https://bit.ly/4epfHKg
Ministerio de Educación Nacional [Ministry of National Education]. (2022). ICFES presentó a la comunidad educativa el informe de resultados agregado Saber 11 en 2021 [ICFES presented the aggregate Saber 11 results report in 2021 to the educational comunity]. https://bit.ly/3WP0tYl
Ministerio de Educación Nacional [Ministry of National Education]. (2023). Pruebas PISA 2022: Colombia, un sistema educativo resiliente que requiere cambios estructurales para mejorar su calidad [PISA 2022 Tests: Colombia, a resilient educational system that requires structural changes to improve its quality]. https://bit.ly/4hh31bf
Mulder, Y. G., Lazonder, A. W., & de Jong, T. (2015). Simulation-based inquiry learning and computer modeling: pitfalls and potentials. Simulation and Gaming, 36(3-4), 322-347. https://doi.org/10.1177/1046878115577159
Oliva, J. M. (2019). Distintas acepciones para la idea de modelización en la enseñanza de las ciencias [Different meanings of the idea of modelling in science teaching]. Enseñanza de las Ciencias, 37(2), 5-24. https://doi.org/10.5565/rev/ensciencias.2648
Organization For Cooperation and Economic Development. (2020). Education at a Glance 2020: OECD Indicators, OECD Publishing, Paris. https://doi.org/10.1787/69096873-en
Organization For Cooperation and Economic Development. (2023a). PISA 2022 results (Volume I): The state of learning and equity in education. https://bit.ly/4cFq63S
Organization For Cooperation and Economic Development. (2023b). PISA 2022 results (Volume I and II) - Country notes: Colombia. https://bit.ly/3XbjKon
Pérez, C., Asprella, G., & Toranzos, L. (2020). Los estudios internacionales de evaluación de la Calidad en América Latina: estado de situación y del debate del MERCOSUR [International quality assessment studies in Latin America: State of the situation and the debate in the field of MERCOSUR]. In H. Monarca (Ed.), Evaluaciones externas: Mecanismos para la configuración de representaciones y prácticas en educación (2nd ed., pp. 51-82). Universidad Autónoma de Madrid.
Piñeros Urrea, M. S. (2023). Análisis crítico de la investigación científica en evaluación educativa [Critical analysis of scientific research in educational evaluation]. Ciencia Latina Revista Científica Multidisciplinar, 7(5), 9773-9795. https://doi.org/10.37811/cl_rcm.v7i5.8537
Ramoni Perazzi, J., & Merli, G. O. (2022). Dinámica de sistemas y crecimiento económico [System dynamics and economic growth]. Revista De Economía Institucional, 24(46), 115-132. https://doi.org/10.18601/01245996.v24n46.07
Renfort. (2021). Colegios personalizados en Bogotá calendario B [Personalized schools in Bogotá calendar B]. https://bit.ly/4drymFO
Sayed, Y., Subrahmanian, R., Soudien, C., Carrim, N., Balgopalan, S., Nekhwevha, F., & Samuel, M. (2007). Education Exclusion and Inclusion: Policy and Implementation in South Africa and India. Department for International Development (DFID). https://bit.ly/4ftbINZ
Sánchez, R. S. (2020). Reflexionando sobre algunas características generales del modelo de Rasch [Reflecting on some general characteristics of the Rasch model]. Latin-American Journal of Physics Education/Revista Latinoamericana de Física Educativa, 14(1), Article 1308.
Schaffernicht, M. (2009). Indagación de situaciones complejas mediante la dinámica de sistemas [Investigation of complex situations through system dynamics]. University of Talca Editorial. https://bit.ly/40etTT4
Serna, R., & Flórez, Z. (2015). Modelación Dinámica del efecto de las políticas del gobierno que se implementaron para la educación en Perú desde 1990 hasta 2010 [Dynamic modeling of the effect of government policies that were implemented for education in Perú from 1990 to 2010]. In Proceedings of the 13th LACCEI Annual International Conference: Engineering Education Facing Grand Challenges, What Are We Doing? (pp. 1-10). LACCEI. https://bit.ly/3IGEKwe
Sistema Multidimensional de Evaluación para la Calidad Educativa [Multidimensional Evaluation System for educational quality]. (2023). Informe de Resultados de Evaluación 2023 [Evaluation Results Report 2023]. https://acortar.link/JldeZK
United Nations International Children's Emergency Foundation. (2021). Evaluación formativa del aprendizaje en contextos de provisión remota de servicios educativos en América Latina y el Caribe: Revisión documental, guías y herramientas [Formative assessment of learning in remote educational services provision contexts in Latin America and the Caribbean: Document review, guides and tools]. https://acortar.link/h81p8X
United Nations Educational, Scientific and Cultural Organization. (2020). Education in emergencies: Education is a lifeline for children in crises. https://bit.ly/4hqAKPc
Uribe-Moreno, M. E., Medina-Arboleda, I. F., Guzmán-Rincón, A., & Castiblanco-Moreno, S. E. (2024). Alternative grit models: Explorations into the psychometric properties of grit-s and academic performance. International Journal of Educational Psychology, 13(2), 104-123. https://doi.org/10.17583/ijep.12297
Vernaza, J., & Suárez, H. (Eds.). (2021). Plan sectorial de educación: la educación en primer lugar [Education sector plan: Education first]. Alcaldía Mayor de Bogotá- Secretaría de Educación del Distrito [Bogotá Mayor's Office- District Secretary of Education]. https://bit.ly/3O2DKnC
Viloria Espitia, J. M., Benito Ruiz, I. R., & Hoyos Figueroa, F. E. (2022). Ensayo científico sobre el papel de la evaluación y autoevaluación en el sistema educativo colombiano: ¿positivismo o humanismo? [Scientific essay on the role of evaluation and self-assessment in the Colombian educational system: positivism or humanism?]. Ciencia Latina, 6(5), 5698-5719. https://doi.org/10.37811/cl_rcm.v6i5.3881
Vinajera-Zamora, A., Gaus, N., & Rodríguez-Martínez, Y. (2023). Framework and analysis of key performance indicators in Cuban higher education. Journal of Hispanic Higher Education, 22(2), 205-218. https://doi.org/10.1177/15381927221074505