Examinando por Materia "Pruebas Saber 11"

Mostrando 1 - 4 de 4
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    PublicaciónAcceso abierto
    Aplicación para la predicción de resultados en las pruebas Saber 11°
    (Universidad del Valle, 2014) Durán Páez, Jorge Iván; Molina Rojas, Edgar Alberto; Przybilla, David Alejandro (Asesor de contenido)
    El proceso de minería de datos, que permite descubrir nuevo y útil conocimiento a partir del análisis exhaustivo de información recolectada en un cierto intervalo del tiempo, puede ser aplicado a distintos contextos de la vida cotidiana. Para el caso de estudio que se desarrolló durante este proyecto, el contexto fue la educación. Específicamente se planteó lograr predecir puntajes de la prueba Saber 11 desarrollada por el Instituto Colombiano para la Evaluación de la Educación (ICFES). En este trabajo se presenta el desarrollo del proyecto de minería de datos, se usó como fuentes de información las bases de datos del ICFES, las cual contienen información histórica sobre resultados e información personal de los evaluados. Como resultado se presenta la aplicación web PrediXaber 11, donde las personas pueden acceder y ejecutar consultas. La aplicación usará la información suministrada del evaluado para entregar los posibles resultados en cada una de las áreas académicas evaluadas por el ICFES.
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    PublicaciónAcceso abierto
    Eficacia escolar en el Valle del Cauca un análisis desde los modelos multinivel
    (Universidad del Valle, 2015-09-25) Sánchez Abella, Leonardo Esteban; Correa Fonnegra, Juan Byron
    En este trabajo se busca investigar el impacto de la escuela y factores individuales en el logro académico de los estudiantes del departamento del Valle del Cauca. Para ello se usaron las pruebas Saber 11 de Matemáticas y Lenguaje del año 2012, conformándose una muestra con cerca de 45.000 estudiantes y más de 900 entidades educativas. Para el análisis se utilizó una serie de modelos jerárquicos lineales, principalmente de dos niveles, encontrando amplias diferencias entre las escuelas del Valle, asociadas al tipo de municipio.
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    PublicaciónAcceso abierto
    The impact of the Covid-19 pandemic on the national saber 11 English test : results from a private school in Cali
    (Universidad del Valle, 2023) Viafara Idrobo, Edwin Nel; Chamorro, María Eugenia
    The Covid-19 pandemic has impacted education, teachers and students in different ways. Previous studies focused on the impact of the pandemic on teaching and learning; however, few have focused on students’ performance in high-stakes tests. Notably, the effect of the pandemic on EFL students’ performance in the national Saber 11 English test in Colombia has not been fully explored. Investigating this matter is crucial to understanding the pandemic's effects on education and identifying possible solutions to improve student outcomes. Further research is necessary to determine the long-term consequences of the pandemic on education and devise effective strategies to mitigate its impact. This study investigated the impact of the Covid-19 pandemic on eleventh graders’ performance in the national Saber 11 English test and the school’s internal test results and their perceptions of performance during and after the pandemic in a private school in Cali. The study aimed to identify whether eleventh graders’ performance was affected or not by the pandemic in this important test. The study employed a mixed-methods approach. Quantitative data comprised the national Saber 11 English test scores from 2017 to 2022 to identify statistically significant differences in the performance of six cohorts before, during, and after the pandemic. Internal school test scores from 2020 to 2022 were used to compare students' performance during and after the pandemic and identify a relationship between the Saber 11 test and the school’s internal test results. The internal test is used to evaluate eleventh-grade students' English proficiency. Quantitative data were analyzed using a one-way independent measures ANOVA for the six cohorts (N = 166) and the three cohorts (N = 71) in the tests. Correlations were used to identify if the performance of three cohorts (2020-2022) on the national test was related to the internal test and if the latter had predictive validity (i.e. if the test predicts students' performance on a similar standardized test). Qualitative data consisted of a perception survey administered to a cohort of students who experienced learning during and after the pandemic. Qualitative data were analyzed using content analysis. All these data provide solid evidence of Covid-19's impact on students' English performance and perceptions. Results showed no statistically significant differences in the Saber 11 English test scores of eleventh graders before, during and after the pandemic, indicating no significant impact of Covid-19 on students’ performance on the test overall. In contrast, there were statistically significant differences in the students’ performance in the internal test. The 2022 cohort (after Covid) performed better than the 2020 and 2021 cohorts (during Covid). This result was attributed to the familiarity of 2 the 2022 students with the internal test. Correlations identified that the internal test does not have a strong predictive validity overall. Although the internal test is similar to the Saber 11 English test, it seems that students’ familiarity with the internal test makes them perform better than in the Saber 11 test, in which they do not have experience and whose conditions and stakes are different from the internal test. Although the internal test can help students familiarize with the national test, it does not predict students’ performance in this high-stakes test. The qualitative results revealed that the students perceived improvements in all language skills and preferences for face-to-face learning because social interaction and motivation are important factors in language learning. The students’ perceptions of improved performance are confirmed in the higher averages obtained in 2022, although this improvement was not statistically significant. The study highlights the need for institutions to better understand the influence of Covid-19 on students’ performance by analysing the students’ test results and taking action to deal with the phenomenon of virtuality in future emergencies. Some recommendations include improving infrastructure, access to digital resources, and reviewing curricula, contents and methodology to the needs and realities of students. From a methodological perspective, this research emphasizes the significance of exploring the impact of Covid-19 on eleventh-graders' performance through quantitative and qualitative approaches. This kind of research might enable language teachers and educational institutions to implement effective strategies for enhancing teaching and learning based on the students' experiences, perceptions, and performance.
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    PublicaciónAcceso abierto
    Valor agregado en la educación superior. Aplicación para las competencias genéricas en las pruebas saber Pro 2012
    (2015-09-25) Orejuela Ríos, Carlos Andrés
    Este trabajo explora la medición de valor agregado en la educación superior para Colombia aplicado a las competencias genéricas en razonamiento cuantitativo. Se usan datos publicados por el ICFES como resultado de cruzar las bases de datos de las evaluaciones presentadas por los estudiantes al salir de la educación media, Saber 11, y al salir de la educación superior, Saber Pro, para el año 2012. El principal aporte del trabajo está en la validación de la hipótesis de clasificación cruzada de los evaluados en IES (universidad) y en IEM (colegio). Se encuentra que la varianza del colegio es significativa, cuando se controla simultáneamente por el cruce con la varianza de la universidad, y por lo tanto la estimación de valor agregado debe descontar este efecto para aproximarse a una cuantificación insesgada del aporte de las IES a sus egresados en las competencias analizadas.