Background questionnaires of PISA: a study of the assessment indicators

The PISA assessment system has generated and continues to generate intense debate about its structure and usefulness. This article focuses on the context questionnaires as a way to analyze and understand the results properly. The objectives are to analyze the background indicators used in the different editions of the PISA tests, used in different studies and the results of these studies. An overview of the model used is provided to ensure that these indicators are no longer something that accompanies the performance test to reach their true meaning: jointly analyze the performance along with the variables that may be influencing the results. As methodology is used document analysis of publications related to PISA and results, as well as a semantic analysis of scientific work that has generated PISA. The results show that some indicators have remained throughout the various editions of PISA, while others have changed. The translation of a stable model in editions from PISA 2015 in which the most relevant items are included will undoubtedly facilitate the study of results at vertical and horizontal level. Thus, the importance of PISA context questionnaires established to properly understand their results and the need for more complex studies of multilevel or nested that normally used, generally based on descriptive statistics and / or percentagesThe PISA assessment system has generated and continues to generate intense debate about its structure and usefulness. This article focuses on the context questionnaires as a way to analyze and understand the results properly. The objectives are to analyze the context indicators used in the different editions of the PISA tests, used in different studies and the results of these studies. An overview of the model used is provided to ensure that these indicators are no longer something that accompanies the performance test to reach their true meaning: jointly analyze the performance along with the variables that may be influencing the results. As methodology is used document analysis of publications related to PISA and results, as well as a semantic analysis of scientific work that has generated PISA. The results show that some indicators have remained throughout the various editions of PISA, while others have changed. The translation of a stable model in editions from PISA 2015 in which the most relevant items are included will undoubtedly facilitate the study of results at vertical and horizontal level. Thus, the importance of PISA context questionnaires established to properly understand their results and the need for more complex studies of multilevel or nested that normally used, generally based on descriptive statistics and / or percentages

Contextual factors affecting the performance of teachers

En este trabajo presentamos una revisión conceptual acerca de los factores contextuales que influyen en el desempeño docente. El objetivo del trabajo es analizar la influencia que estos factores tienen en la docencia y, en consecuencia, la necesidad de considerarlos para el diseño de planes de evaluación de profesorado. Se identifican cuatro niveles de contextualización de la docencia: el salón de clases, el contexto institucional (que integra el centro escolar y el sistema educativo), y dos contextos sociales (el inmediato o cercano: población a la que atiende el profesorado y el centro escolar; y el mediato o lejano: las características poblacionales –socioeconómicas y culturales- de la región en que se sitúa el centro escolar –distrito-). Se analizan las posibles influencias de cada contexto, y el tipo de indicadores que podríamos identificar para tener en cuenta la influencia del contexto en el desempeño docente. La finalidad es aportar bases para diseñar evaluaciones válidas del profesorado, en las que se asegure la justicia, la equidad y la utilidad.We present a conceptual review about contextual factors that influence teacher performance. The objective of this paper is to analyze the influence these factors have on teaching and, therefore, the need to consider the design of teacher evaluation plans. Identifies four levels of contextualization of teaching: the classroom, the institutional context (which includes the school and the education system), and two social contexts (the immediate or near: population it serves teachers and school –district-; and mediate or far: population characteristics, economic and cultural of the land where the school is located). We analyze the influence of each context, and the type of indicators that could be identified to account for the influence of context on teacher performance. The purpose is to provide a foundation for designing valid assessments of teachers, which ensures justice, equity and utility

Factores contextuales que influyen en el desempeño docente

En este trabajo presentamos una revisión conceptual acerca de los factores contextuales que influyen en el desempeño docente. El objetivo del trabajo es analizar la influencia que estos factores tienen en la docencia y, en consecuencia, la necesidad de considerarlos para el diseño de planes de evaluación de profesorado. Se identifican cuatro niveles de contextualización de la docencia: el salón de clases, el contexto institucional (que integra el centro escolar y el sistema educativo), y dos contextos sociales (el inmediato o cercano: población a la que atiende el profesorado y el centro escolar; y el mediato o lejano: las características poblacionales ¿socioeconómicas y culturales- de la región en que se sitúa el centro escolar ¿distrito-). Se analizan las posibles influencias de cada contexto, y el tipo de indicadores que podríamos identificar para tener en cuenta la influencia del contexto en el desempeño docente. La finalidad es aportar bases para diseñar evaluaciones válidas del profesorado, en las que se asegure la justicia, la equidad y la utilidad

Reflexiones en torno al contexto de la docencia universitaria desde un concepto de Cohesión Social : intervención educativa y evaluación = Reflections on the context of university teaching from a concept of Social Cohesion : educational intervention and evaluation

En este trabajo se realiza una revisión de las áreas de intervención que podrían abordar las instituciones de Educación Superior, en un marco de trabajo cuyo propósito es el desarrollo de la Cohesión Social. Se unen, pues, dos conceptos que integran la acción docente: la planificación universitaria y su intervención. Este marco de trabajo permite identificar las áreas de orientación de los procesos de evaluación que podrían integrarse, ofreciendo una concepción del contexto del trabajo del docente universitario. De este modo, se revisa la definición de Cohesión Social que aporta el Consejo de Europa en 2005. En ella, se analizan posibles dimensiones que se toman como referencia para identificar procesos de intervención y necesidades de desarrollo de planes de evaluación. Se trata, pues, de un planteamiento sistémico que integra de manera holista la intervención con su evaluación. In this paper, we revise the areas of intervention that could approach the institutions of Higher Education, in a framework whose aim is the development of Social Cohesion. Two concepts that integrate the teaching action unite: the university planning and its intervention. Offering a conception of the university teaching context, this framework allows us to identify the areas of orientation of the evaluation processes that could be integrated. In this way, we revise the definition of Social Cohesion, which the Council of Europe provides in 2005. In this definition, some possible dimensions are analyzed, which are taken as reference to identify the intervention processes and the necessity of development of evaluation plans. Therefore, it's considered as a systemic proposal that integrates holistically the intervention with its evaluation

Typology of teaching actions during COVID-19 lockdown in the Valencian Community (Spain)

Producción CientíficaThe COVID-19 coronavirus affected all countries, changing living practices and patterns of social structures. Spain confined all citizens to their homes from 14 March until 21 June 2020. All schools were closed, and education was suddenly converted to an online format. This study is part of wider research and analyzes the ways in which teachers in the Valencian Community (Spain) have approached School at Home (SH) The approach of the study is based on mixed methods (quantitative surveys and qualitative focus groups) and has an exploratory aim. Multivariate profiles of the gaps (represented by composite indicators) in both groups are analyzed based on k-means cluster analysis, as well as the variables associated with each profile, using non-parametric tests. The results show three groups of teachers, established according to four types of gaps, with different perceptions of the situation. ICT proficiency was very important, as well as family situation and support during confinement. The main lines of research derived from this study in relation to CSE and teacher outcomes are proposed

Food ProteineInduced Enterocolitis Syndrome in Adulthood: Clinical Characteristics, Prognosis, and Risk Factors

Background: Food protein-induced enterocolitis syndrome (FPIES) in adults is being increasingly recognized; however, little is known about its characteristics.Objective: To describe the clinical characteristics, prognosis, and associated factors in adult FPIES.Methods: A 10-year prospective study was conducted in the Allergy Section of Alicante General Hospital in adults diagnosed with FPIES. Detailed interviews with patients and oral food challenges (OFCs) were performed to confirm diagnosis or evaluate for tolerance. Comorbidities and possible risk factors were analyzed retrospectively through electronic medical records to assess their association with the disease.Results: One hundred and seven adults with FPIES (93.5% female) were followed for a median of 6.2 years. Abdominal pain was the most common manifestation (96.3%), followed by diarrhea (72%) and vomiting (60.7%). Seafood (59.8%), egg (14%), and milk (10.3%) were the most common triggers, whereas 43.9% reacted to more than 1 food group. We performed 49 OFCs: 9 to confirm diagnosis and 40 to evaluate for tolerance. After a median 3.5 years, 16.8% achieved tolerance. Resolution was correlated inversely with duration of the disease (P = .04) and seafood (P = .023) but not with age of onset. The prevalence of gastrointestinal pathologies such as irritable bowel syndrome (IBS), eosinophilic esophagitis, inflammatory bowel disease, and celiac disease was higher than in the general population. A higher number of FPIES triggers were correlated with also having a diagnosis of IBS (P = .02).Conclusions: Although adult FPIES normally persists, some patients achieve tolerance. Adults with FPIES have a relatively high prevalence of gastrointestinal pathologies. The predominance of women may be related to hormonal factors. The clinical differences with pediatric FPIES warrant a revision of diagnostic criteria in adults

Food ProteineInduced Enterocolitis Syndrome in Adulthood: Clinical Characteristics, Prognosis, and Risk Factors

Food proteineinduced enterocolitis syndrome (FPIES) in adults is being increasingly recognized; however, little is known about its characteristics. OBJECTIVE: To describe the clinical characteristics, prognosis, and associated factors in adult FPIES. METHODS: A 10-year prospective study was conducted in the Allergy Section of Alicante General Hospital in adults diagnosed with FPIES. Detailed interviews with patients and oral food challenges (OFCs) were performed to confirm diagnosis or evaluate for tolerance. Comorbidities and possible risk factors were analyzed retrospectively through electronic medical records to assess their association with the disease. RESULTS: One hundred and seven adults with FPIES (93.5% female) were followed for a median of 6.2 years. Abdominal pain was the most common manifestation (96.3%), followed by diarrhea (72%) and vomiting (60.7%). Seafood (59.8%), egg (14%), and milk (10.3%) were the most common triggers, whereas 43.9% reacted to more than 1 food group. We performed 49 OFCs: 9 to confirm diagnosis and 40 to evaluate for tolerance. After a median 3.5 years, 16.8% achieved tolerance. Resolution was correlated inversely with duration of the disease (P[.04) and seafood (P[.023) but not with age of onset. The prevalence of gastrointestinal pathologies such as irritable bowel syndrome (IBS), eosinophilic esophagitis, inflammatory bowel disease, and celiac disease was higher than in the general population. A higher number of FPIES triggers were correlated with also having a diagnosis of IBS (P [ .02).CONCLUSIONS: Although adult FPIES normally persists, some patients achieve tolerance. Adults with FPIES have a relatively high prevalence of gastrointestinal pathologies. The predominance of women may be related to hormonal factors. The clinical differences with pediatric FPIES warrant a revision of diagnostic criteria in adults

Diseño y propiedades psicométricas del AVACO-EVADIE. Cuestionario para la evaluación de la atención a la diversidad como dimensión educativa en las instituciones escolares

El presente artículo muestra el proceso seguido para diseñar e identificar las propiedades psicométricas del instrumento de evaluación del constructo Atención a la Diversidad como variable de contexto. Para ello, se ha comenzado con una pequeña revisión de los instrumentos utilizados para recoger información sobre la diversidad tanto cultural como social, lingü.stica o en capacidades. A continuación y, partiendo de una clasificación de los distintos enfoques teóricos, se ha construido un primer instrumento, apostando por un enfoque inclusivo. Posteriormente se procede a una validación por expertos. Tras la validación se toma la decisión de subdividir el instrumento original en cuatro instrumentos, uno por audiencia encuestada y por último al pilotaje del mismo. El análisis de la fiabilidad del instrumento nos lleva a la conclusión de que se trata de un cuestionario fiable para recoger información acerca de como afrontan los centros la Atención a la Diversidad.

Lipid Transfer Protein Sensitization: Risk of Anaphylaxis and Molecular Sensitization Profile in Pru p 3-Sensitized Patients

Background: Component-resolved diagnosis reveals the IgE response to many inhaled, food, and other allergens, improving the understanding and diagnosis of allergic diseases. Objective: The aims of the study are to study the recognition of different lipid transfer proteins (LTPs) and other allergen families in a large group of people sensitized to Pru p 3 and to analyze the relationship between the clinical entities and the allergens. Methods: This cross-sectional study included a large cohort of patients with positive skin tests to peach fruit and Pru p 3 specific IgE antibodies. Respiratory and food allergy symptoms were collected, and we performed prick tests with pollen, plant food, and other allergens plus the ImmunoCAP ISAC assay. Results: Our sample consisted of 421 people with a mean age of 33.25 years (range 16–68); 54.6% were women. Clinical entities included anaphylaxis (37.1%), urticaria (67.9%), and oral allergy syndrome (59.1%). Rhinitis, rhinoconjunctivitis, and/or asthma were diagnosed in 71.8% of the participants. The most pronounced correlation existed between sensitization to Pru p 3 and to Jug r 3, Pla a 3, Ara h 9, and Cor a 8. We found a higher incidence of anaphylaxis in people with 5 or more recognized LTPs. No association was observed between inhaled and food allergies. Conclusion: Most Pru p 3-sensitized participants were sensitized to additional allergens from the same family and, to a lesser extent, to other allergens, mainly in the profilin and PR-10 protein families. Anaphylaxis occurred in more than a third of the cases evaluated, and almost three-quarters of them had respiratory symptoms. Respiratory and food allergies involving LTPs do not seem to be associated

La evaluación educativa como ámbito de especialización profesional

En este artículo se presenta una revisión acerca de la Medición y Evaluación Educativas como ámbitos de profesionalización. La evaluación ha ido instaurándose en nuestra sociedad, en especial respecto a la Educación. Hay prácticas evaluativas a nivel nacional e internacional acerca de la gran mayoría de factores implicados en la educación: alumnado, profesorado, instituciones educativas, programas de intervención, materiales, sistemas educativos...Para ejercer la función profesional en evaluación, es necesario identificar cuáles son las competencias clave a desarrollar. En este trabajo se revisan la evolución histórica del perfil profesional del evaluador hasta la actualidad, así como las competencias que se necesitan para el ejercicio profesional. Asimismo, se realiza una propuesta acerca de los elementos a considerar en la formación de evaluadores, y se identifican los factores que afectan a la deontología profesional que se implica en la actuación evaluativa