Análisis comparativo de las Pruebas de Acceso a la Universidad bajo el enfoque de comparabilidad de constructo

  1. Alejandro Veas 1
  2. Isabel Benítez 2
  3. Leandro Navas 1
  4. Raquel Gilar-Corbí 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Loyola Andalucía
    info

    Universidad Loyola Andalucía

    Sevilla, España

    ROR https://ror.org/0075gfd51

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2020

Issue: 388

Pages: 65-84

Type: Article

DOI: 10.4438/1988-592X-RE-2020-388-447 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Evaluation processes are a fundamental tool for training and selecting students. However, there are no empirical studies in Spain that analyse the usefulness of assessment tests to measure academic performance. This study, based on research carried out using the construct comparability approach, conducts a comparative analysis of grades achieved by 6709 students pertaining to 15 academic subject areas of the university entrance examinations (Pruebas de Acceso a la Universidad ¿ PAU) administered in the province of Alicante regarded as an instrument item related to the measurement of the academic performance construct. The initial results exhibited unidimensionality, and all academic subject areas fit the model, although there was a lack of discrimination between highand low -performing students, mainly due to the absence of monotonicity in the scoring categories. The difficulty levels of the academic subjects were found to be appropriate for the skill levels of most students. These results demonstrated the ability of the tests analysed to report on the academic performance of the students who took the tests. In addition, important conclusions are presented regarding improvements in the grading processes, and future research studies are proposed. Keywords: University Entrance Examinations, educational assessment, academic achievement, construct comparability approach, partial credit Rasch model.

Funding information

El presente trabajo se deriva del Proyecto emergente de investigación con referencia GRE17-16, financiado por el Vicerrectorado Investigación y Transferencia de Conocimiento de la Universidad de Alicante.

Funders

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