Pensando Educación: sesión 5 de marzo
Triangulating Academic Achievement Measures in Literacy, Math and Inquiry Learning for Elementary Schools in 2014 Rural Medellin (Charla en Español)
By: Clara Eugenia Amador-Lankster, Ph.D; Becaria, Fullbright, Facultad de Educación, Universidad de los Andes. Teacher Education Department, NATIONAL UNIVERSITY, Los Angeles, CA. Sanford College of Education
Abstract: The purpose of a 2014 Fulbright project was to examine, understand and analyze the structure and scope of implementation of the ALIANZA MODEL (Learning by Doing) in five municipalities, southwest of Medellin with the objective of proposing an Evaluation Framework to measure its educational effectiveness. This research study used contextualized (Local In-classroom) measures, semi-contextualized (Regional Center of Science and Technology) measures and decontextualized (National Norm-Referenced Text) in order to ascertain the academic achievement of students in Literacy, Math and Inquiry Learning. Once data was gathered, triangulation of data sources took place in order to understand areas of strong academic achievement and areas for growth in student learning. Findings indicated that Inquiry Learning was high across municipalities in contextualized measures (Learning Journals and Learning Projects), when compared to Literacy learning where highest performance was evidenced in the semi-contextualized measures (CTA Criterion-Reference Multiple Exam), and when compared to Mathematical thinking were the highest performance was in decontextualized measures (Norm-Referenced National Test).