Relation between repetition of school year, academic performance and equality in education: The contributions of PISA

El cuerpo de este artículo lo constituye el análisis de las investigaciones realizadas por la Organización para la Cooperación y el Desarrollo Económico (OCDE) desde el año 2000, fecha del primer informe PISA, al último, publicado en 2015, a fin de rastrear las evidencias aportadas sobre el valor educativo de la repetición de curso y las circunstancias que concurren en dicha repetición. Las evaluaciones PISA se han convertido en referente internacional dado el elevado número de países y de alumnos y alumnas participantes, su periodicidad y la complejidad de sus análisis. Sus conclusiones aportan datos que influyen en el establecimiento de políticas, innovaciones y prácticas educativas más inclusivas, particularmente en los países de Europa. Del análisis de los resultados de dichas evaluaciones se constata que la repetición de curso no es la medida más idónea para contrarrestar los desajustes escolares de los estudiantes pertenecientes a grupos socialmente vulnerables, y parece estar contribuyendo a la desigualdad en educación durante la escolaridad obligatoria. España aparece entre los países con un alto número de estudiantes repetidores. En definitiva, se puede y debe prever desde la propia escuela la vulnerabilidad escolar y social de los estudiantes repetidores y combatirla con prácticas innovadoras, exigentes e inclusivas, que sustituyan o minimicen la repetición de cursoThe body of this article is the analysis of research conducted by the Organization for Economic Cooperation and Development (OECD) since 2000, the date of the first PISA report, the last, published in 2015, in order to track the evidence provided about the educational value of the grade repetition and the circumstances that concur in this repetition. PISA assessments have become an international benchmark given the large number of countries and participating students, their frequency and the complexity of their analyzes. Their findings provide information that influence the setting of more inclusive educational policies, innovations and educational practices, particularly in European countries. The analysis of the results of these assessments shows that the grade repetition is not the most adequate measure to counteract the school misadaptations of the students belonging to socially vulnerable groups, and seem to be contributing to the inequality in education during compulsory schooling. Spain appears among the countries with a high number of repetitive students. In short, the school and social vulnerability of repetitive students can and must be predicted from the school itself and be combated with innovative, demanding and inclusive practices that substitute or minimize grade repetitio

Desempeño de los más capaces para la matemática en la prueba de rendimiento BECOMA

ABSTRACTIntroduction: The international evaluations of yield constitute a relating one fundamental in the practical contemporary evaluative. Their importance resides in that offer references valuable envelope the yield of the students and the acquisition of competitions. It is sought to make an approach to the prevalence of students located in the superior yield levels in these approach tests, relating the results in one of them with those obtained in a psychometric test. Method: In a first moment it is carried out an approach to the results of the most capable in the Program for International Student Assessment (PISA) for the mathematical competition. Then it is carried out an analysis of the results reached by a sample of students in the Battery of Evaluation of the Mathematical Competition (BECOMA), relating them with those reached in two tests of the Battery of Differential and General Aptitudes (BADyG-E3). Results: Their exhibition is divided in four sections, superior yield in PISA for the mathematical competition, statistical descriptive of the articles that the BECOMA composes, the students' results in the BECOMA in relation to  the BADyG-E3  and the most capable students' results for the Mathematics according to the BECOMA. Conclusions: It is observed that the number of students in the higher yield levels of the BECOMA has been bigger to the one reached by our country in PISA and near to the average of the OECD. On the other hand, it is verified that the BECOMA measures that that has been wanted that it measures, mathematical competition, since high correlation indexes appear with the BADyG-E3.RESUMENIntroducción: Las evaluaciones internacionales de rendimiento constituyen un referente fundamental en las prácticas evaluativas contemporáneas. Su importancia radica en que ofrecen referencias  valiosas sobre el rendimiento de los alumnos y la adquisición de competencias. Se pretende hacer un acercamiento a la prevalencia de alumnos ubicados en los niveles de rendimiento superiores en estas pruebas de criterio, relacionando los resultados en una de ellas con los obtenidos en una prueba psicométrica. Metodología: En un primer momento se realiza una aproximación a los resultados de los más capaces en el Program for International Student Assessment (PISA) para la competencia matemática. Después se realiza un análisis de los resultados alcanzados por una muestra de alumnos en la Batería de Evaluación de la Competencia Matemática (BECOMA), relacionándolos con los alcanzados en dos pruebas de la Batería de Aptitudes Diferenciales y Generales (BADyG-E3). Resultados: Su exposición se divide en cuatro apartados, rendimiento superior en PISA para la competencia matemática, estadísticos descriptivos de los ítems que componen la BECOMA, resultados de los alumnos en la BECOMA en relación al BADyG-E3 y resultados de los alumnos más capaces para las Matemáticas según la BECOMA. Conclusiones: Se observa que el número de alumnos en los niveles de rendimiento más elevados de la BECOMA ha sido mayor al alcanzado por nuestro país en PISA y cercanos al promedio de la OCDE. Por otro lado, queda constatado que la BECOMA mide aquello que se ha deseado que mida, competencia matemática, ya que aparecen índices de correlación elevados con el BADyG-E3.ABSTRACTIntroduction: The international evaluations of yield constitute a relating one fundamental in the practical contemporary evaluative. Their importance resides in that offer references valuable envelope the yield of the students and the acquisition of competitions. It is sought to make an approach to the prevalence of students located in the superior yield levels in these approach tests, relating the results in one of them with those obtained in a psychometric test. Method: In a first moment it is carried out an approach to the results of the most capable in the Program for International Student Assessment (PISA) for the mathematical competition. Then it is carried out an analysis of the results reached by a sample of students in the Battery of Evaluation of the Mathematical Competition (BECOMA), relating them with those reached in two tests of the Battery of Differential and General Aptitudes (BADyG-E3). Results: Their exhibition is divided in four sections, superior yield in PISA for the mathematical competition, statistical descriptive of the articles that the BECOMA composes, the students' results in the BECOMA in relation to  the BADyG-E3  and the most capable students' results for the Mathematics according to the BECOMA. Conclusions: It is observed that the number of students in the higher yield levels of the BECOMA has been bigger to the one reached by our country in PISA and near to the average of the OECD. On the other hand, it is verified that the BECOMA measures that that has been wanted that it measures, mathematical competition, since high correlation indexes appear with the BADyG-E3

Desempeño docente para la identificación de los más competentes para la matemática

Resumen:En los procesos de identificación de los alumnos más competentes el docente cumple un papel fundamental. Es por ello que estos procedimientos de detección deberán de partir de las experiencias desarrolladas en las propias aulas y en los que la formación docente se torna fundamental, más si cabe en el campo de aquellos alumnos con mayores potencialidades llamados a ser el referente de la evolución social. A lo largo de este artículo se señalan los resultados de una investigación desarrollada en la provincia de Albacete con 712 alumnos de 5º de Educación Primaria. A este grupo de alumnos se le ha administrado la Batería de Evaluación de la Competencia Matemática, BECOMA. Entre las variables de estudio analizadas tras la administración de este instrumento, se señalan los resultados de dos de ellas, interés y motivación de los alumnos hacia el aprendizaje de las Matemáticas según el punto de vista del maestro y posible existencia de una elevada aptitud matemática del alumno a juicio del tutor. Se observa que los alumnos son bien considerados por sus maestros según la primera variable y según la segunda los tutores se muestran bastante erráticos al diagnosticar dicotómicamente la capacidad matemática de los alumnos, resultando los resultados especialmente llamativos en el caso de los alumnos ubicados en los niveles de rendimiento superiores de la batería.Abstract:In the processes of the most competent students' identification the education alone completes a fundamental paper. It is for it that these detection procedures will leave of the experiences developed in the own classrooms and in those that the educational formation you fundamental restitution, more if it fits in the field of those students with bigger potentialities called to be the relating of the social evolution. Along this article the results of an investigation are pointed out developed in the county of Albacete with 712 students of 5º of Primary Education. To this group of students it has been administered the Battery of Evaluation of the Mathematical Competence, BECOMA. Among the study variables analyzed after the administration of this instrument, the results of two of them, interest and the students' motivation are pointed out toward the learning of the Mathematics according to the teacher's point of view and possible existence of a high mathematical aptitude from the student to the tutor's opinion. It is observed that the students are very considered by their teachers according to the first variable and according to second the tutors are shown quite erratic when diagnosing dicotomically the mathematical capacity of the students, being the specially attractive results in the case of the students located in the superior yield levels of the battery

Educational acting for the identification of the most competent for the mathematical one

En los procesos de identificación de los alumnos más competentes el docente cumple un papel fundamental. Es por ello que estos procedimientos de detección deberán de partir de las experiencias desarrolladas en las propias aulas y en los que la formación docente se torna fundamental, más si cabe en el campo de aquellos alumnos con mayores potencialidades llamados a ser el referente de la evolución social. A lo largo de este artículo se señalan los resultados de una investigación desarrollada en la provincia de Albacete con 712 alumnos de 5º de Educación Primaria. A este grupo de alumnos se le ha administrado la Batería de Evaluación de la Competencia Matemática, BECOMA. Entre las variables de estudio analizadas tras la administración de este instrumento, se señalan los resultados de dos de ellas, interés y motivación de los alumnos hacia el aprendizaje de las Matemáticas según el punto de vista del maestro y posible existencia de una elevada aptitud matemática del alumno a juicio del tutor. Se observa que los alumnos son bien considerados por sus maestros según la primera variable y según la segunda los tutores se muestran bastante erráticos al diagnosticar dicotómicamente la capacidad matemática de los alumnos, resultando los resultados especialmente llamativos en el caso de los alumnos ubicados en los niveles de rendimiento superiores de la batería.In the processes of the most competent students' identification the education alone completes a fundamental paper. It is for it that these detection procedures will leave of the experiences developed in the own classrooms and in those that the educational formation you fundamental restitution, more if it fits in the field of those students with bigger potentialities called to be the relating of the social evolution. Along this article the results of an investigation are pointed out developed in the county of Albacete with 712 students of 5º of Primary Education. To this group of students it has been administered the Battery of Evaluation of the Mathematical Competence, BECOMA. Among the study variables analyzed after the administration of this instrument, the results of two of them, interest and the students' motivation are pointed out toward the learning of the Mathematics according to the teacher's point of view and possible existence of a high mathematical aptitude from the student to the tutor's opinion. It is observed that the students are very considered by their teachers according to the first variable and according to second the tutors are shown quite erratic when diagnosing dicotomically the mathematical capacity of the students, being the specially attractive results in the case of the students located in the superior yield levels of the battery.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM386

Desempeño docente para la identificación de los más competentes para la matemática

Resumen:En los procesos de identificación de los alumnos más competentes el docente cumple un papel fundamental. Es por ello que estos procedimientos de detección deberán de partir de las experiencias desarrolladas en las propias aulas y en los que la formación docente se torna fundamental, más si cabe en el campo de aquellos alumnos con mayores potencialidades llamados a ser el referente de la evolución social. A lo largo de este artículo se señalan los resultados de una investigación desarrollada en la provincia de Albacete con 712 alumnos de 5º de Educación Primaria. A este grupo de alumnos se le ha administrado la Batería de Evaluación de la Competencia Matemática, BECOMA. Entre las variables de estudio analizadas tras la administración de este instrumento, se señalan los resultados de dos de ellas, interés y motivación de los alumnos hacia el aprendizaje de las Matemáticas según el punto de vista del maestro y posible existencia de una elevada aptitud matemática del alumno a juicio del tutor. Se observa que los alumnos son bien considerados por sus maestros según la primera variable y según la segunda los tutores se muestran bastante erráticos al diagnosticar dicotómicamente la capacidad matemática de los alumnos, resultando los resultados especialmente llamativos en el caso de los alumnos ubicados en los niveles de rendimiento superiores de la batería.Abstract:In the processes of the most competent students' identification the education alone completes a fundamental paper. It is for it that these detection procedures will leave of the experiences developed in the own classrooms and in those that the educational formation you fundamental restitution, more if it fits in the field of those students with bigger potentialities called to be the relating of the social evolution. Along this article the results of an investigation are pointed out developed in the county of Albacete with 712 students of 5º of Primary Education. To this group of students it has been administered the Battery of Evaluation of the Mathematical Competence, BECOMA. Among the study variables analyzed after the administration of this instrument, the results of two of them, interest and the students' motivation are pointed out toward the learning of the Mathematics according to the teacher's point of view and possible existence of a high mathematical aptitude from the student to the tutor's opinion. It is observed that the students are very considered by their teachers according to the first variable and according to second the tutors are shown quite erratic when diagnosing dicotomically the mathematical capacity of the students, being the specially attractive results in the case of the students located in the superior yield levels of the battery

La educación desde la perspectiva de género [The education from the perspective of gender]

Resumen:Son numerosos y variados los aspectos sociales y culturales que influyen en nuestro comportamiento cotidiano. De esta forma, aparecen un arraigo de concepciones tradicionales sobre los diferentes roles que les corresponde a hombres y mujeres en la sociedad y que influyen de manera notable en su forma de pensar y de vivir. Debido a ello, el entorno escolar se configura como un ámbito de actuación determinante en la búsqueda de un equilibrio entre ambos sexos. Para ello, desde los centros se fomentan y desarrollan medidas y actuaciones en vías del logro de una igualdad de oportunidades real y generalizable a todos los ámbitos de la vida en los que los sujetos se desenvuelven. Además, es importante señalar la influencia tan importante (muchas veces “oculta”) que ejercen los propios materiales didácticos y los medios de comunicación a través de su lenguaje audiovisual. Por último, es preciso dedicar una mención especial a las alumnas con altas capacidades, “olvidadas” de las prácticas escolares enriquecedoras en una sociedad en plena búsqueda de una total igualdad de oportunidades entre hombres y mujeres.Abstract:They are numerous and varied the social and cultural aspects that influence in our daily behavior. This way, they appear an I root of traditional conceptions on the different lists that it corresponds men and women in the society and that they influence in a remarkable way in their form of thinking and of living. Due to it, the school environment is configured between both as an environment of decisive performance in the search of a balance sexes. For it, from the centers they are fomented and they develop measures and performances in roads of the achievement from a real and generalizable equality of opportunities to all the environments of the life in those that the fellows are unwrapped. Also, it is important to point out the influence so important (many times it hides) that exercise the own materials didactic and the mass media through their audiovisual language. Lastly, it is necessary to dedicate a special mention to the students with high capacities, forgotten of the enriching school practices in a society in full search of a total equality of opportunities between men and women

Excellent mathematical achievement in PISA: results for Spain and Portugal

Se realiza un análisis longitudinal para la competencia matemática de los resultados de España y Portugal en las evaluaciones PISA en sus ediciones de los años 2000, 2003, 2006, 2009, 2012 y 2015. PISA es el mecanismo utilizado por la OCDE para evaluar las competencias clave de los sistemas educativos. Es por ello que, a partir de sus conclusiones, dichos países cuentan con un marco de actuación para el desarrollo de políticas educativas propias de la mejora de sus prácticas educativas, en este caso para la competencia matemática, incluidas las dirigidas a alumnos con rendimiento matemático excelente.It is a longitudinal analysis for mathematical competence results from Spain and Portugal in the PISA assessments in their editions of the years 2000, 2003, 2006, 2009, 2012 and 2015. PISA is the mechanism used by the OECD to assess the key competences of the education systems. That is why, from its conclusions, such countries with a framework for the development of own educational policies for the improvement of their educational practices, in this case for mathematical competence, including those aimed at students with excellent mathematical performance.info:eu-repo/semantics/publishedVersio

Diagnóstico de la competencia matemática de los alumnos más capaces

The present study analyzes the results obtained by 102 students of fifth course of primary education with high mathematical, diagnosed capacity this by means of the Battery of Evaluation of the Mathematical Competition and by means of the following approaches: the student’s mathematical yield, the student’s interest for the mathematics in the professor’s opinion and according to the own student, mathematical aptitude measured by the tests Numeric Series and Numeric Problems, repetition or not of course and if it is or not diagnosed as student with high capacity, besides considering the modulating variables sex of the students and center type in which they have studied. It concludes that except the estimate trial of the tutors on the existence or not of mathematical aptitude in the students, the remaining approaches are effective and conclusive. As was of waiting is some differences among the students located in the two levels superiors of the battery, in favor of the highest.El presente estudio analiza los resultados obtenidos por 102 alumnos de quinto curso de educación primaria con alta capacidad matemática, diagnosticada ésta mediante la Batería de Evaluación de la Competencia Matemática y mediante los siguientes criterios: rendimiento matemático del alumno, interés del alumno por las Matemáticas a juicio del profesor y según el propio alumno, aptitud matemática medida por los tests Series Numéricas y Problemas Numéricos, repetición o no de curso y si está o no diagnosticado como alumno con alta capacidad, además de considerar las variables moduladoras sexo de los alumnos y tipo de centro en el que han estudiado. Concluye que excepto el juicio estimativo de los tutores sobre la existencia o no de aptitud matemática en los alumnos, los restantes criterios son eficaces y confluyentes. Como era de esperar hay algunas diferencias entre los alumnos situados en los dos niveles superiores de la batería, a favor del más alto.

Los alumnos más capaces en España. Normativa e incidencia en el diagnóstico y la educación

ABSTRACTThe study analyses the national and regional (Autonomous Communities, AC) regulations for the education of highly gifted students, and the impact on their identification and educative intervention. We conclude that the LOGSE (General Organic Regulation of the Education System in Spain, 1990), which prompted the attention to diversity, failed to mention these students, though this situation was partially modified in subsequent developments of the law. The AC have regulated this issue differently, which is seen in the diversity of processes of diagnosis used, and the types of attention given to the learning needs of these students, as well as in the proportion of identified students found within these programs. We come across that there is 1.3 times more students identified in primary schools programs than in secondary, and six times more than in high school. Proportions are similar both in public and state-subsidized schools. The national average for high ability students is 0.8%, a paltry proportion in the context of usual parameters on development of talent and excellent and equitable education for all students. Two thirds of the identified students are male, and this preponderance seems to be linked to gender stereotypes, because it is not found among students with excellent performance from PISA studies (2006, 2009) , nor among students with High School Awards or with Excellence scholarships (Jimenez et al., 2006, 2010).RESUMENEl presente estudio analiza la regulación nacional y regional sobre la educación de los más capaces Se concluye que la LOGSE (1990), que impulsó la atención a la diversidad, omitió toda referencia a estos alumnos, situación que corregiría parcialmente en sus desarrollos normativos posteriores. Las Comunidades Autónomas han regulado el tema de forma desigual y se refleja en la diversidad de procesos de diagnóstico y respuesta educativa existentes. En la educación primaria se diagnostican 1,3 veces más alumnos que en la secundaria obligatoria y seis veces más que en bachillerato. Existen en similar proporción en los centros públicos y privados-concertados siendo la media nacional de alumnos diagnosticados con alta capacidad del 0,08%, proporción raquítica para los parámetros habituales en el desarrollo del talento y la educación excelente. Dos tercios de los identificados son varones, preponderancia que parece ligada a estereotipos de género pues no se da entre los alumnos con rendimiento excelente en los estudios PISA (2006, 2009), ni en los alumnos con Premio Extraordinario de Bachillerato o Beca de Excelencia (Jiménez et al., 2006, 2010).ABSTRACTThe study analyses the national and regional (Autonomous Communities, AC) regulations for the education of highly gifted students, and the impact on their identification and educative intervention. We conclude that the LOGSE (General Organic Regulation of the Education System in Spain, 1990), which prompted the attention to diversity, failed to mention these students, though this situation was partially modified in subsequent developments of the law. The AC have regulated this issue differently, which is seen in the diversity of processes of diagnosis used, and the types of attention given to the learning needs of these students, as well as in the proportion of identified students found within these programs. We come across that there is 1.3 times more students identified in primary schools programs than in secondary, and six times more than in high school. Proportions are similar both in public and state-subsidized schools. The national average for high ability students is 0.8%, a paltry proportion in the context of usual parameters on development of talent and excellent and equitable education for all students. Two thirds of the identified students are male, and this preponderance seems to be linked to gender stereotypes, because it is not found among students with excellent performance from PISA studies (2006, 2009) , nor among students with High School Awards or with Excellence scholarships (Jimenez et al., 2006, 2010)

Incidence of Contextual Variables on School Mathematical Achievement

The study of math achievement is fundamental. Its importance lies in analyzing what variables affect a significant percentage of students is not to reach their basic standards. In this sense, the contextual variables may become decisive. The purpose is to analyze data obtained after administration to a sample of students of an evaluation tool that measures mathematical competence. The data were analyzed from two contextual variables, ownership and environment centres, demonstrating statistically significant differences. The evaluation of the students should develop in all its scope, adequately considering the competences and the contextual elements that may influence their results