Interpretación edumétrica de los resultados de EVOC en estudiantes chilenos

• Pelusa Orellana-García ^[1] ; José-P. Pezoa ^[2]
  1. [1] Universidad de Los Andes

     Universidad de Los Andes

     Colombia

     
  2. [2] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 40, 2021, págs. 195-219
• Idioma: español
• DOI: 10.15581/004.40.195-216
• Títulos paralelos:
  • An edumetric interpretation of EVOC test scores for Chilean students
• Enlaces
  • Texto completo
• Resumen
  • español

    El uso de resultados de mediciones de vocabulario ayuda a los docentes a monitorear los avances de sus estudiantes y a tomar decisiones pedagógicas para promover el aprendizaje. Este estudio tiene por objetivo adaptar la interpretación del instrumento EVOC, para medir amplitud de vocabulario, en 1.662 estudiantes de entre 6 y 14 años, a partir de bandas de frecuencia de palabras en un corpus. La metodología incluyó análisis factorial confi rmatorio, la determinación de índices de difi cultad empírica y el ensamblaje de los ítems en términos de frecuencia de aparición de las palabras en el corpus de textos escolares. Los resultados muestran que es posible analizar puntajes a partir de un estándar de desarrollo de la competencia léxica, aprovechando mejor esta información en la enseñanza y aprendizaje de lectura y vocabulario.

  • English

    The use of vocabulary assessment scores can help teachers monitor student progress and make pedagogical decisions that promote learning. The purpose of the study was to adapt the interpretation of scores yielded by EVOC, a Spanish vocabulary assessment tool, to measure vocabulary range among 1,662 students between the ages of 6 and 14, based on word frequency bands from a corpus. The methodology included confi rmatory factor analysis, the establishment of empirical diffi culty indices, and the assemble of the items in terms of the order of appearance of the words in the corpus of school texts. The results show that it is possible to interpret scores in terms of lexical competence development standards, which should provide for better use of data in the teaching and learning of reading and vocabulary.

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