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Test Preparation and Students’ Performance: The Case of the Colombian High School Exit Exam
La preparación y el desempeño: el caso de las pruebas de Estado en Colombia
A preparação e o desempenho: o caso das provas de Estado na Colômbia
DOI:
https://doi.org/10.15446/cuad.econ.v39n79.77106Palabras clave:
exit exams, economics of education, test preparation, shadow education (en)examen de Estado, economía de la educación, preparación para el examen, educación sombra (es)
exame de Estado, economia da educação, preparação para o exame, educação sombra (pt)
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Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores.
Los resultados de los exámenes estandarizados juegan un papel importante en las decisiones de admisión a la universidad en países desarrollados, emergentes y de bajos ingresos. Por esa razón, los colegios y otras instituciones educativas ofrecen cursos para preparar a los estudiantes. Sin embargo, no está claro si esta preparación adicional tiene un efecto positivo y significativo. Este artículo utiliza los resultados del examen de Estado colombiano para analizar la relación entre la preparación y el desempeño. Nuestros resultados muestran que, en promedio, las actividades de preparación están asociadas a un incremento de aproximadamente 0.06 desviaciones estándar en los puntajes.
Os resultados dos exames padronizados desempenham um papel importante nas decisões de admissão à universidade em países desenvolvidos, emergentes e de baixos ingressos. Por essa razão, os colégios e outras instituições educativas oferecem cursos para preparar aos estudantes. No entanto, não está claro se esta preparação adicional tem um efeito positivo e significativo. Este artigo utiliza os resultados do exame de Estado colombiano para analisar a relação entre a preparação e o desempenho. Nossos resultados mostram que, em média, as atividades de preparação estão associadas a um incremento de aproximadamente 0.06 desvios padrão nas pontuações.
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CrossRef Cited-by
1. Christian Posso, Estefanía Saravia, Pablo Uribe. (2023). Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. https://doi.org/10.32468/be.1237.
2. Yasamiyan Alolaywi, Shatha Alkhalaf, Badar Almuhilib. (2024). Analyzing the efficacy of comprehensive testing: a comprehensive evaluation. Frontiers in Education, 9 https://doi.org/10.3389/feduc.2024.1338818.
3. Christian Posso, Estefanía Saravia, Pablo Uribe. (2023). Acing the test: Educational effects of the SaberEs test preparation program in Colombia. Economics of Education Review, 97, p.102459. https://doi.org/10.1016/j.econedurev.2023.102459.
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