ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension?
Two years ago ENLACE test was stablished as the official instrument and point of reference for the evaluation of competences in Reading comprehension and Mathematics, and also in the knowledge related to other disciplines (history, sciences, etc.) At the beginning of 2014, the perspective changed wh...
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Universidad de Sonora
2016
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oai:https:--estudioslambda.unison.mx-:article-112021-08-04T15:05:22Z ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: ¿Una alternativa real para la evaluación de comprensión lectora? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? Hernández Ramírez, Laura Aurora Rosales Rodríguez, Adriana Galicia Solis, Claudia Prueba ENLACE comprensión lectora ex´amenes estandarizados Enlace test reading comprehension standardized exams Two years ago ENLACE test was stablished as the official instrument and point of reference for the evaluation of competences in Reading comprehension and Mathematics, and also in the knowledge related to other disciplines (history, sciences, etc.) At the beginning of 2014, the perspective changed when “the test was put off due to so many errors and inadequacies in its application, and also due to assumed corruption acts related to handling and publishing its results (Bakhoff Escudero, 2014). In order to provide more clarity in the reach of the test, we analyzed the underlying contents of questions and reading models used. With this objective in mind, four groups of university students were asked to answer a set of reading comprehension equivalent to the test of preparatory school in 2010, in order to prove its suitability in determining aptitude and level of comprehension of the person who does the test. We were able to confirm that some errors on which students may incur, depend not on their reading ability but on several other factors: design of the test itself, conditions of application, vagueness of questions and/or model answers provided to readers. All this is motivated by a very limited concept of what is covered by the phenomenon of discursive comprehension Hasta hace un par de años, la prueba ENLACE se había posicionado en el sistema educativo mexicano como el medio oficial y punto de referencia para la evaluación de competencias en comprensión lectora y matemática, así como de los conocimientos relacionados con otros campos disciplinares (historia, ciencias, etc.). A principios de 2014, la perspectiva cambió al “posponer” la prueba, argumentando múltiples errores e inadecuaciones en su aplicación, así como de presuntos actos de corrupción relacionados con el manejo y difusión de sus resultados (Backhoff Escudero, 2014). Para evidenciar con mayor claridad el alcance de la prueba, analizamos el contenido de las preguntas y del modelo de lectura que en ellas subyace; para ello, se les aplicó a cuatro grupos de universitarios una batería de comprensión lectura correspondiente al examen de educación media superior del 2010 para probar su idoneidad en la determinación de la aptitud y nivel de comprensión de quien realiza la prueba. Fue posible constatar que algunos de los errores en que pueden incurrir los examinados no dependen de su habilidad lectora, sino del diseño mismo de la prueba, de las condiciones de aplicación, a la falta de claridad en la pregunta y/o en las respuestas que se ofrecen a los lectores, todo esto motivado por un concepto muy limitado de lo que abarca el fenómeno de la comprensión discursiva. Universidad de Sonora 2016-02-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos de investigación application/pdf https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/11 10.36799/el.v1i1.11 Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. ; Vol. 1 No. 1 (2016); 26-47 Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. ; Vol. 1 Núm. 1 (2016); 26-47 2448-5942 spa https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/11/3 Derechos de autor 2016 Laura Aurora Hernández Ramírez, Adriana Rosales Rodríguez, Claudia Galicia Solis https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Estudios λambda |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Hernández Ramírez, Laura Aurora Rosales Rodríguez, Adriana Galicia Solis, Claudia |
| spellingShingle |
Hernández Ramírez, Laura Aurora Rosales Rodríguez, Adriana Galicia Solis, Claudia ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| author_facet |
Hernández Ramírez, Laura Aurora Rosales Rodríguez, Adriana Galicia Solis, Claudia |
| author_sort |
Hernández Ramírez, Laura Aurora |
| title |
ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| title_short |
ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| title_full |
ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| title_fullStr |
ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| title_full_unstemmed |
ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? ENLACE: A Real Alternative for the Evaluation of Reading Comprehension? |
| title_sort |
enlace: a real alternative for the evaluation of reading comprehension? enlace: a real alternative for the evaluation of reading comprehension? |
| description |
Two years ago ENLACE test was stablished as the official instrument and point of reference for the evaluation of competences in Reading comprehension and Mathematics, and also in the knowledge related to other disciplines (history, sciences, etc.) At the beginning of 2014, the perspective changed when “the test was put off due to so many errors and inadequacies in its application, and also due to assumed corruption acts related to handling and publishing its results (Bakhoff Escudero, 2014). In order to provide more clarity in the reach of the test, we analyzed the underlying contents of questions and reading models used. With this objective in mind, four groups of university students were asked to answer a set of reading comprehension equivalent to the test of preparatory school in 2010, in order to prove its suitability in determining aptitude and level of comprehension of the person who does the test. We were able to confirm that some errors on which students may incur, depend not on their reading ability but on several other factors: design of the test itself, conditions of application, vagueness of questions and/or model answers provided to readers. All this is motivated by a very limited concept of what is covered by the phenomenon of discursive comprehension |
| publisher |
Universidad de Sonora |
| publishDate |
2016 |
| url |
https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/11 |
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