Evaluation of the performance of secondary school students and undergraduate in critical reading skills: a case study from Colombia.

Abstract

Introduction: This research evaluated the performance of high school and undergraduate students in critical reading skills in the Adventist educational system in Colombia, using ICFES evaluations. I sought to understand how these results can improve pedagogical practices and teaching-learning processes. Methodology: A mixed methodology with sequential design was adopted. The quantitative phase analyzed the ICFES test results of a representative group of students, using ANOVA to evaluate performance. The qualitative phase complemented this analysis with semi-structured interviews and focus groups with students and teachers, exploring perceptions and strategies related to critical reading and test results. Results: The results highlight that standardized tests allow educators to identify areas of weakness and strength in student performance. This facilitates the design of specific improvement strategies that can be implemented in the classroom. Discussions: Despite criticism of standardized tests for their homogenizing approach and limited recognition of contextual diversity, they can offer significant benefits if used appropriately. They provide a measure of student performance and provide valuable information to improve educational and curricular practices. Conclusions: The study highlights the need to consider the diverse educational contexts and adapt pedagogical approaches to the specific realities of each group of students.