Validity and equity in educational measurement: The case of SIMCE

Chile has more than two decades of assessing the quality of education through a national censal system called SIMCE. However, there are scarce studies that address this assessment system from an up-to-date concept of validity. The aim of this study was to critically analyse the validity of SIMCE, co...

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Autor principal:	Flórez Petour,María Teresa
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso, Escuela de Psicología 2015
Materias:	fairness assessment validity SIMCE standardised tests
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-69242015000300004
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spelling	oai:scielo:S0718-692420150003000042016-10-25Validity and equity in educational measurement: The case of SIMCEFlórez Petour,María Teresa fairness assessment validity SIMCE standardised tests Chile has more than two decades of assessing the quality of education through a national censal system called SIMCE. However, there are scarce studies that address this assessment system from an up-to-date concept of validity. The aim of this study was to critically analyse the validity of SIMCE, considering the unitary concept of validity, the argument-based approach, the consideration of the whole process involved in the assessment system, the inclusion of the interpretations of all the stakeholders involved in the process, and threats to validity. Interviews to key stakeholders were carried out along with analyses of official documents about SIMCE. An iterative analysis was executed on the basis of the theoretical considerations, focusing on the fairness of the assessment system as understood in international standards. Some of the main findings indicate SIMCE lacks fitness-for-purpose in relation to its aim of improving the equity of the education system. It generates negative consequences which can be detrimental to students with more learning difficulties and from more vulnerable groups. And, it does not consider in its construction the diversity of students who have to take the tests.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso, Escuela de PsicologíaPsicoperspectivas v.14 n.3 20152015-10-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-69242015000300004en10.5027/psicoperspectivas-Vol14-Issue3-fulltext-618
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	fairness assessment validity SIMCE standardised tests
spellingShingle	fairness assessment validity SIMCE standardised tests Flórez Petour,María Teresa Validity and equity in educational measurement: The case of SIMCE
description	Chile has more than two decades of assessing the quality of education through a national censal system called SIMCE. However, there are scarce studies that address this assessment system from an up-to-date concept of validity. The aim of this study was to critically analyse the validity of SIMCE, considering the unitary concept of validity, the argument-based approach, the consideration of the whole process involved in the assessment system, the inclusion of the interpretations of all the stakeholders involved in the process, and threats to validity. Interviews to key stakeholders were carried out along with analyses of official documents about SIMCE. An iterative analysis was executed on the basis of the theoretical considerations, focusing on the fairness of the assessment system as understood in international standards. Some of the main findings indicate SIMCE lacks fitness-for-purpose in relation to its aim of improving the equity of the education system. It generates negative consequences which can be detrimental to students with more learning difficulties and from more vulnerable groups. And, it does not consider in its construction the diversity of students who have to take the tests.
author	Flórez Petour,María Teresa
author_facet	Flórez Petour,María Teresa
author_sort	Flórez Petour,María Teresa
title	Validity and equity in educational measurement: The case of SIMCE
title_short	Validity and equity in educational measurement: The case of SIMCE
title_full	Validity and equity in educational measurement: The case of SIMCE
title_fullStr	Validity and equity in educational measurement: The case of SIMCE
title_full_unstemmed	Validity and equity in educational measurement: The case of SIMCE
title_sort	validity and equity in educational measurement: the case of simce
publisher	Pontificia Universidad Católica de Valparaíso, Escuela de Psicología
publishDate	2015
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-69242015000300004
work_keys_str_mv	AT florezpetourmariateresa validityandequityineducationalmeasurementthecaseofsimce
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Validity and equity in educational measurement: The case of SIMCE

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