El arte de analizar resultados: miremos el sentido de las evaluaciones

Does your school community experience the SIMCE test as an end-of-year "autopsy" or as a timely "physical exam" that allows for intervention? Historically, Chilean schools have received the results of standardized assessments under a logic of high pressure and accountability. The problem is that looking at a graph of averages at the end of the process leaves us with no room for action and profound teacher frustration. In this episode of After Recess, we talk with María Paz Cadena about how to break this dead end. If your school feels that they are constantly being assessed but "nothing changes," this episode will provide you with the technical and human roadmap to connect measurement with real school improvement. María Paz Cadena is an educational psychologist and holds a Master's degree in Educational Psychology from the Pontifical Catholic University of Chile, as well as a Master's degree in Public Policy from the University of Melbourne, Australia. She has extensive field experience within the Chilean public education system: she worked for four years at the Ministry of Education (MINEDUC) in the Teacher Evaluation program (reviewing classroom portfolios) and subsequently spent seven years at the Education Quality Agency, leading the assessments and learning achievements division, where she was part of the team that designed and implemented the current Comprehensive Learning Assessment (DIA). She is currently Head of Assessments at Aptus and teaches as a professor and tutor in the University Teaching Diploma program at Universidad del Desarrollo. MAY AND JUNE PROMOTION: Remember that if you listen to this entire episode, you'll find an exclusive 10% discount on our entire bookstore using the provided discount code. Subscribe to our newsletters to receive free resources on this challenge and others: http://eepurl.com/g2q3Uf 👉 Get a quote for our institutional services at: www.aptus.org/solutions or write to [email protected] 00:00 – Preview: What is a good data narrative in schools? 00:51 – Introduction and surprise benefit from Aptus Publishing 01:32 – Presentation of María Paz Cadena and her career at the Ministry of Education and the Quality Assurance Agency 02:40 – The role of the teacher portfolio and the formative approach to assessment 05:50 – The problem of external accountability and the accountability of the SIMCE test 07:30 – How to move from external pressure to internal school responsibility and involvement 08:40 – The historical error: Diagnostic vs. Midterm Assessments in the School Year 12:15 – The Key Role of the Head of the Pedagogical Technical Unit in Eliminating the Fear of Pedagogical Data 13:20 – The Danger of Technical Language: Why "Insufficient Students" Don't Exist 15:45 – Establishing Micro-Learning Goals to Motivate Teacher Professional Development 17:45 – Analysis of Post-Pandemic Learning Outcomes: Progress and Latent Warnings 18:30 – Detailed Breakdown of the SIMCE: The Worrying Percentage of Insufficient and Elementary Levels 19:35 – The Impact on the Daily Lives of Students Who Show Essential Learning Gaps 20:11 – What Do the Learning Standards Really Mean?: Qualitative Differences Between the Adequate, Elementary, and Insufficient Levels 20:51 – Defining the Adequate Level as the Expected Curriculum Standard 21:12 – The technical challenge behind achievement levels that fall short of minimum goals. 21:33 – Qualitative analysis of the insufficient level in mathematics (4th grade): Simple operations in routine contexts. 23:24 – SIMCE warning signs in 8th grade: The alarming decline in mathematics and the widening gender gap. 26:17 – Practical example 1 (Elementary level): Analysis of a data selection item and solving direct problems. 27:59 – Practical example 2 (Percentages and operations): Why do questions requiring addition, subtraction, or calculating 10% have high failure rates? 30:07 – Past performance as the strongest predictor of future performance: The urgency of breaking generational inertia. 34:05 – How to move from the "school that only rehearses for the SIMCE test" mentality to assessments that serve as real-world learning practice. 38:18 – The importance of curriculum coverage: Did we perform poorly in what we actually taught or in what we failed to cover? 42:17 – Learning achieved or not achieved as the "mirror" of concrete pedagogical action: The final link between data and teaching practice. #SIMCE #EducationalLeadership #TeacherProfessionalDevelopment