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Predictive validities: SAT and PSU (faculty: Arquitectura )

Predictive validities: SAT and PSU (faculty: Arquitectura ). SOURCE: Pearson, Final Report Evaluation of the Chile PSU , January 2013. Predictive validities: SAT and PSU (faculty: Educacion ). SOURCE: Pearson, Final Report Evaluation of the Chile PSU , January 2013.

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Predictive validities: SAT and PSU (faculty: Arquitectura )

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  1. Predictive validities: SAT and PSU (faculty: Arquitectura) SOURCE: Pearson, Final Report Evaluation of the Chile PSU, January 2013

  2. Predictive validities: SAT and PSU (faculty: Educacion) SOURCE: Pearson, Final Report Evaluation of the Chile PSU, January 2013

  3. Predictive validities of the PSU (CTA v Pearson estimates) SOURCE: Pearson, Final Report Evaluation of the Chile PSU, January 2013; CTA

  4. Incremental Predictive validities (engineering): (controlling for NEM) SOURCE: S.A. Prado, Estudio de ValidezPredictiva de la PSU y Comparacion con el Sistema PAA, Universidad de Chile

  5. …how much of the content domain of a test has been taught in the schools. Content coverage (values from 0% to 100%) It is not fair to expect students to master content to which they have not been exposed. …or, to compare students who have been exposed to students who have not.

  6. Percentage curricular coverage in Chilean high schools, by type of school: 2012 Mathematics, Level 1 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  7. Percentage curricular coverage in Chilean high schools, by type of school: 2012 Language & Communication, Level 2 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  8. Percentage curricular coverage in Chilean high schools, by type of school: 2012 Mathematics, Level 3 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  9. Percentage curricular coverage in Chilean high schools, by type of school: 2012 Language & Communication, Level 4 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  10. Percentage curricular coverage in Chilean high schools, by type of curriculum: 2012 Mathematics, Level 4 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  11. Percentage curricular coverage in Chilean high schools, by type of curriculum: 2012 Language & Communication, Level 4 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  12. Percentage of Chilean high schools with full curricular coverage, by subject area: 2012 Levels 1--4 SOURCE: Centro de EstudiosMineduc, Cobertura Curricular en Ensenanza Media Lenguaje y Comunicacion – Matematica, Septiembre 2012

  13. Subgroup differences Differences in test scores among subgroups (e.g., gender, ethnic, school type) should be due only to differences in the attribute measured by the test and not to systematic biases in the test.

  14. Growing gaps in PSU Mathematics raw & adjusted scores, by type of curriculum: 2002—2010 SOURCE: Koljatic, Silva, & Phelps, Consequential Tests and Conflicts of Interest: The Case of Chile’s PSU, forthcoming, 2014

  15. Growing gaps in PSU Language & Communication raw & adjusted scores, by type of curriculum: 2002—2010 SOURCE: Koljatic, Silva, & Phelps, Consequential Tests and Conflicts of Interest: The Case of Chile’s PSU, forthcoming, 2014

  16. 3. A chronology of mistakes 2000, initial proposal, SIES/PSU project This proposal attempts a redesign of the tests currently used to select students for higher education in Chile. It is expected that [this new test will] have a positive impact in the efficiency of the selection process, improving the psychometric properties of the measuring instruments, and establishing a better articulation between the selection system and the secondary education curriculum. SOURCE: Proyecto FONDEF, Reformulacion de lasPruebas de Seleccion a la Educacion Superior

  17. A chronology of mistakes (cont.) 2001 (World Bank & MINEDUC) …the Academic Aptitude Test for entry to the university system is under revision, together with the universities belonging to the Council of Rectors. This instrument of entry selection, needs also to be aligned with the new curriculum and may become an exit exam from the secondary education system. SOURCE: World Bank,Implementation Completion Report on a Loan in the Amount of $35 million to the Republic of Chile for Secondary Education, 2001

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