Pruebas de evaluación a gran escala y eficacia escolar: una revisión sistemática de la literatura
Resumen Desde hace décadas diferentes organismos internacionales han diseñado pruebas de evaluación internacional a gran escala (ILSA) dirigidas a medir el rendimiento de los estudiantes y tratando de establecer comparaciones entre los sistemas educativos. Se presenta una revisión sistemática de la literatura que pretende conocer la evolución y las características de los análisis secundarios de tres ILSA (PISA, TIMSS y PIRLS), así como identificar posibles mejoras y futuras líneas de investigación. Se realizaron búsquedas en tres repositorios: Web of Science, Scopus y ERIC, centrados en análisis secundarios de datos de estas pruebas desarrolladas desde el año 2000 cuyo objetivo principal era analizar cuestiones relacionadas con los predictores del rendimiento y la eficacia escolar. Tras aplicar diferentes criterios, se seleccionaron 63 artículos de los 470 identificados. Este análisis ha permitido identificar el aumento del interés por este tema en los últimos años, la falta de estudios en determinadas regiones o la prevalencia de la metodología multinivel. La revisión también ha puesto de manifiesto algunas limitaciones de la literatura existente, como la falta de consideración de los problemas inherentes al diseño de evaluaciones a gran escala, así como los relacionados con los datos utilizados para el análisis, como por ejemplo la imposibilidad de establecer relaciones causales o la falta de datos a nivel de aula. Estos resultados sirven de base para hacer algunas recomendaciones, así como para detectar áreas menos exploradas, como las variables relacionadas con el currículo o las variables a nivel de país.
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Burger, K., & Walk, M. (2016). Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations. Social Psychology of Education, 19(4), 695-713. 10.1007/s11218-016-9361-y
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Costa, P., & Araújo, L. (2018). Skilled Students and Effective Schools: Reading Achievement in Denmark, Sweden, and France. Scandinavian Journal of Educational Research, 62(6), 850-864. 10.1080/00313831.2017.1307274
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Gamazo, A., & Martínez-Abad, F. (2020). An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques. Frontiers in Psychology, 11, 575167. 10.3389/fpsyg.2020.575167
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Gómez-Fernández, N., & Mediavilla, M. (2021). Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain. Socio-Economic Planning Sciences, 77, 101009. 10.1016/j.seps.2021.101009
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Guo, S., Li, L., & Zhang, D. (2018). A multilevel analysis of the effects of disciplinary climate strength on student reading performance. Asia Pacific Education Review, 19, 1-15. 10.1007/s12564-018-9516-y
He, J., & Fischer, J. (2020). Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students. Journal of Applied Developmental Psychology, 66, 101089. 10.1016/j.appdev.2019.101089
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Kitchenham, B., Budgen, D., & Brereton, P. (2011). Using mapping studies as the basis for further research—A participant-observer case study. Information & Software Technology, 53, 638-651. 10.1016/j.infsof.2010.12.011
Krüger, N. S. (2013). Segregación social y desigualdad de logros educativos en Argentina. Education Policy Analysis Archives, 21(86), 1-30. 10.14507/epaa.v21n86.2013
Laukaityte, I., & Rolfsman, E. (2020). Low, medium, and high-performing schools in the Nordic countries. Student performance at PISA Mathematics 2003-2012. Education Inquiry, 11(3), 276-295. 10.1080/20004508.2020.1721256
Lee, M., Ryoo, J. H., & Walker, A. (2021). School Principals’ Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes. American Journal of Education, 127(2), 303-344. 10.1086/712174
Lenkeit, J. (2012). How effective are educational systems? A value-added approach to study trends in PIRLS. Journal of Educational Research Online, 4(2), 143-173.
Li, H. (2016). How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice, 23(4), 473-494. 10.1080/0969594X.2016.1139543
Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS data in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education, 13(6), 1449-1468. 10.1007/s10763-014-9558-5
Liu, H., Damme, J., Gielen, S., & Van den Noortgate, W. (2014). School processes mediate school compositional effects: Model specification and estimation. British Educational Research Journal, 41. 10.1002/berj.3147
Liu, Y. (2021). Distributed Leadership Practices and Student Science Performance through the Four-Path Model: Examining Failure in Underprivileged Schools. Journal of Educational Administration, 59(4), 472-492. 10.1108/JEA-07-2020-0159
Lopes, J., Oliveira, C., & Costa, P. (2022). Determinantes escolares y de los estudiantes en el rendimiento lector: Un análisis multinivel con estudiantes portugueses. Revista de Psicodidáctica, 27(1), 29-37. 10.1016/j.psicod.2021.05.001
Marteleto, L., & Andrade, F. (2014). The Educational Achievement of Brazilian Adolescents: Cultural Capital and the Interaction between Families and Schools. Sociology of Education, 87(1), 16-35. 10.1177/0038040713494223
Martínez-Abad, F. (2019). Identification of Factors Associated with School Effectiveness with Data Mining Techniques: Testing a New Approach. Frontiers in Psychology, 10, 2583. 10.3389/fpsyg.2019.02583
Martínez-Abad, F., Gamazo, A., & Rodríguez-Conde, M.-J. (2020). Educational Data Mining: Identification of factors associated with school effectiveness in PISA assessment. Studies in Educational Evaluation, 66, 100875. 10.1016/j.stueduc.2020.100875
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Murillo, F. J. (2005). La investigación en eficacia escolar y mejora de la escuela como motor para el incremento de la calidad educativa en Iberoamérica. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(2), Article 2.
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Ning, B., Van Damme, J., Van Den Noortgate, W., Gielen, S., Bellens, K., Dupriez, V., & Dumay, X. (2016). Regional inequality in reading performance: an exploration in Belgium. School Effectiveness and School Improvement, 27(4), 642–668. 10.1080/09243453.2016.1202842
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Álvarez-Sotomayor, A., & Martínez-Cousinou, G. (2020). Inmigración, lengua y rendimiento académico en España. Una revisión sistemática de la literatura. Revista Internacional de Sociología, 78(3), Article 3. 10.3989/ris.2020.78.3.19.083
Blanco Blanco, A., López Martín, E., & Ruiz de Miguel, C. (2014). Aportaciones de los modelos jerárquico-lineales multivariados a la investigación educativa sobre el rendimiento. Un ejemplo con datos del alumnado español en PISA 2009. Revista de educación, 365, 122-149. 10.4438/1988-592X-RE-2014-365-267
Bokhove, C., Miyazaki, M., Komatsu, K., Chino, K., Leung, A., & Mok, I. A. C. (2019). The Role of “Opportunity to Learn” in the Geometry Curriculum: A Multilevel Comparison of Six Countries. Frontiers in Education, 4, 63. 10.3389/feduc.2019.00063
Burger, K., & Walk, M. (2016). Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations. Social Psychology of Education, 19(4), 695-713. 10.1007/s11218-016-9361-y
Burns, E. C., Martin, A. J., & Collie, R. J. (2020). Supporting and thwarting interpersonal dynamics and student achievement: A multi-level examination of PISA 2015. International Journal of Research & Method in Education, 43(4), 364-378. 10.1080/1743727X.2020.1757639
Caponera, E., & Losito, B. (2016). Context factors and student achievement in the IEA studies: Evidence from TIMSS. Large-scale Assessments in Education, 4(1). 10.1186/s40536-016-0030-6
Costa, P., & Araújo, L. (2018). Skilled Students and Effective Schools: Reading Achievement in Denmark, Sweden, and France. Scandinavian Journal of Educational Research, 62(6), 850-864. 10.1080/00313831.2017.1307274
Danhier, J. (2018). How Big is the Handicap for Disadvantaged Pupils in Segregated Schooling Systems? British Journal of Educational Studies, 66(3), 341-364. 10.1080/00071005.2017.1322682
Doncel Abad, D., & Cabrera Álvarez, P. (2020). Comunidades Autónomas bilingües, identidades y desempeño educativo según PISA 2015. Revista de educación, 387, 163-188. 10.4438/1988-592X-RE-2020-387-443
Ertem, H. Y. (2021). Examination of Turkey’s PISA 2018 reading literacy scores within student- level and school-level variables. Participatory Educational Research, 1, 248-264. 10.17275/per.21.14.8.1
Formichella, M. M., & Krüger, N. S. (2017). Reconociendo el carácter multifacético de la educación: Los determinantes de los logros cognitivos y no-cognitivos en la escuela media argentina. El Trimestre Económico, 84(333), 165-191.
Gamazo, A. (2019). Factores asociados al rendimiento y a la eficacia escolar: Un estudio basado en métodos mixtos a partir de PISA 2015. 10.14201/gredos.140406
Gamazo, A., & Martínez-Abad, F. (2020). An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques. Frontiers in Psychology, 11, 575167. 10.3389/fpsyg.2020.575167
Gamazo, A., Martínez-Abad, F., Olmos-Migueláñez, S., & Rodríguez-Conde, M. J. (2018). Evaluación de factores relacionados con la eficacia escolar en PISA 2015. Un análisis multinivel. Revista de Educación, 379, 56-84. 10.4438/1988-592X-RE-2017-379-369
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, Article e28600. 10.14201/eks.28600
Gil-Flores, J. G., & García-Gómez, S. (2017). Importancia de la actuación docente frente a la política educativa regional en la explicación del rendimiento en PISA. Revista de Educación, 378, 52-77. 10.4438/1988-592X-RE-2017-378-361
Gómez-Fernández, N., & Mediavilla, M. (2021). Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain. Socio-Economic Planning Sciences, 77, 101009. 10.1016/j.seps.2021.101009
Grilli, L., Pennoni, F., Rampichini, C., & Romeo, I. (2016). Exploiting TIMSS and PIRLS Combined Data: Multivariate Multilevel Modelling of Student Achievement. The Annals of Applied Statistics, 10(4), 2405-2426. 10.1214/16-AOAS988
Guo, S., Li, L., & Zhang, D. (2018). A multilevel analysis of the effects of disciplinary climate strength on student reading performance. Asia Pacific Education Review, 19, 1-15. 10.1007/s12564-018-9516-y
He, J., & Fischer, J. (2020). Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students. Journal of Applied Developmental Psychology, 66, 101089. 10.1016/j.appdev.2019.101089
Huang, H., & Sebastian, J. (2015). The role of schools in bridging within-school achievement gaps based on socioeconomic status: A cross-national comparative study. Compare: A Journal of Comparative and International Education, 45(4), 501-525. 10.1080/03057925.2014.905103
Ibañez Martín, M. M., & Formichella, M. M. (2017). Logros educativos: ¿Es relevante el género de los estudiantes? Education Policy Analysis Archives, 25(3), 1-32. 10.14507/epaa.25.2520
Instituto Nacional de Evaluación Educativa [INEE], Ministerio de Educación y Formación Profesional. (2023a). PISA. Instituto Nacional de Evaluación Educativa. https://d66z.short.gy/XIVqb0
Instituto Nacional de Evaluación Educativa [INEE], Ministerio de Educación y Formación Profesional. (2023b). TIMSS. Instituto Nacional de Evaluación Educativa. https://d66z.short.gy/MozmE8
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele, UK, Keele Univ., 33.
Kitchenham, B., Budgen, D., & Brereton, P. (2011). Using mapping studies as the basis for further research—A participant-observer case study. Information & Software Technology, 53, 638-651. 10.1016/j.infsof.2010.12.011
Krüger, N. S. (2013). Segregación social y desigualdad de logros educativos en Argentina. Education Policy Analysis Archives, 21(86), 1-30. 10.14507/epaa.v21n86.2013
Laukaityte, I., & Rolfsman, E. (2020). Low, medium, and high-performing schools in the Nordic countries. Student performance at PISA Mathematics 2003-2012. Education Inquiry, 11(3), 276-295. 10.1080/20004508.2020.1721256
Lee, M., Ryoo, J. H., & Walker, A. (2021). School Principals’ Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes. American Journal of Education, 127(2), 303-344. 10.1086/712174
Lenkeit, J. (2012). How effective are educational systems? A value-added approach to study trends in PIRLS. Journal of Educational Research Online, 4(2), 143-173.
Li, H. (2016). How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice, 23(4), 473-494. 10.1080/0969594X.2016.1139543
Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS data in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education, 13(6), 1449-1468. 10.1007/s10763-014-9558-5
Liu, H., Damme, J., Gielen, S., & Van den Noortgate, W. (2014). School processes mediate school compositional effects: Model specification and estimation. British Educational Research Journal, 41. 10.1002/berj.3147
Liu, Y. (2021). Distributed Leadership Practices and Student Science Performance through the Four-Path Model: Examining Failure in Underprivileged Schools. Journal of Educational Administration, 59(4), 472-492. 10.1108/JEA-07-2020-0159
Lopes, J., Oliveira, C., & Costa, P. (2022). Determinantes escolares y de los estudiantes en el rendimiento lector: Un análisis multinivel con estudiantes portugueses. Revista de Psicodidáctica, 27(1), 29-37. 10.1016/j.psicod.2021.05.001
Marteleto, L., & Andrade, F. (2014). The Educational Achievement of Brazilian Adolescents: Cultural Capital and the Interaction between Families and Schools. Sociology of Education, 87(1), 16-35. 10.1177/0038040713494223
Martínez-Abad, F. (2019). Identification of Factors Associated with School Effectiveness with Data Mining Techniques: Testing a New Approach. Frontiers in Psychology, 10, 2583. 10.3389/fpsyg.2019.02583
Martínez-Abad, F., Gamazo, A., & Rodríguez-Conde, M.-J. (2020). Educational Data Mining: Identification of factors associated with school effectiveness in PISA assessment. Studies in Educational Evaluation, 66, 100875. 10.1016/j.stueduc.2020.100875
Muñoz-Repiso Izaguirre, M., Murillo, F. J., Barrio, R., Brioso, M. J., Mª Lourdes Hernández, & Pérez-Albo, M. J. (2000). La Mejora de la Eficacia Escolar: Un estudio de casos. Centro de Investigación y Documentación Educativa.
Murillo, F. J. (2005). La investigación en eficacia escolar y mejora de la escuela como motor para el incremento de la calidad educativa en Iberoamérica. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(2), Article 2.
Myrberg, E., Johansson, S., & Rosén, M. (2019). The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research, 63(5), 744-758. 10.1080/00313831.2018.1434826
Ning, B., Van Damme, J., Van Den Noortgate, W., Gielen, S., Bellens, K., Dupriez, V., & Dumay, X. (2016). Regional inequality in reading performance: an exploration in Belgium. School Effectiveness and School Improvement, 27(4), 642–668. 10.1080/09243453.2016.1202842
Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586–611. 10.1080/09243453.2015.1025796
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, Article n71. 10.1136/bmj.n71
Pomianowicz, K. (2023). Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects? European Educational Research Journal, 22(3), 297-324. 10.1177/14749041211039929
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