Brechas de equidad en la evaluación censal de estudiantes 2007-2014: tres aproximaciones a su medición
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Issue Date
2015-07Keywords
Evaluación de aprendizajesEvaluación censal de estudiantes
Brechas de equidad en aprendizajes
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Show full item recordOther Titles
Inequity Gaps in the 2007-2014 Student Assessment Census: Three Approaches to MeasurementPublisher
Universidad de LimaJournal
PersonaDOI
10.26439/persona2015.n018.498Additional Links
https://revistas.ulima.edu.pe/index.php/Persona/article/view/498Abstract
Este artículo discute la evidencia generada mediante la evaluación censal de estudiantes del Perú (aplicada en el segundo grado de educación primaria para medir desempeños en comprensión lectora y matemática) entre 2007 y 2014, con relación a brechas de equidad vinculadas al sexo de los estudiantes, la gestión de la escuela (estatal/no estatal); el área geográfica (urbana/rural); y su característica (escuelas completas/multigrados).This article discusses the evidence produced by the census-based student assessment (conducted in grade two –primary education to measure performance in relation to reading comprehension and mathematics) between 2007 and 2014 in relation to equity– related gaps regarding students’ sex; school management type (State-run; Privately-run); location (urban/rural areas); and the manner in which the provision of instruction is organised (complete/multigrade schools).
Type
info:eu-repo/semantics/articleRights
info:eu-repo/semantics/openAccessAttribution-NonCommercial-ShareAlike 4.0 International
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spaISSN
1560-6139ae974a485f413a2113503eed53cd6c53
10.26439/persona2015.n018.498
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- Creative Commons