El Balance entre Excelencia y Equidad en Pruebas de Admisión: Contribuciones de Experiencias en Sudáfrica y Costa Rica

 

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dc.contributor.author Cliff, Alan
dc.contributor.author Montero, Eiliana
dc.coverage.spatial South Africa en_ZA
dc.coverage.spatial Costa Rica en_ZA
dc.date.accessioned 2014-11-20T09:26:20Z
dc.date.available 2014-11-20T09:26:20Z
dc.date.issued 2010
dc.identifier.citation Cliff, A. y Montero, E. (2010). The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica (English translation). Iberoamerican Journal of Educational Evaluation 3 (2), pp. 7-28. http://www.rinace.net/riee/numeros/vol3-num2/art1.pdf. Consultado el (18 September 2014) en_ZA
dc.identifier.issn 1989-0397 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/9745
dc.description.abstract Two experiences are described related to the challenge of maximizing excellence and equity in admission for Higher Education. At the University of Costa Rica (UCR) a test of reasoning with figures is being developed and validated to measure fluid intelligence, taking as a frame of reference the concepts by Raymond Cattell. On the other hand, the University of Cape Town in South Africa applies dynamic assessment methods, with tests that "teach" through their solution and based on Vygotskian approaches. These South African instruments have already provided predictive validity evidence in survival analysis studies and belong to an alternative admission program for students that come from educationally disadvantaged backgrounds, many of whom belong to groups who were segregated during "Apartheid". Whereas in the University of Costa Rica (UCR) the project is recent and currently it is being carried out in a diagnostic and research phase, the University of Cape Town possesses a trajectory of more than 20 years implementing its alternative admission program. Both proposals aim to identify in a more precise way students who have academic and cognitive potential for Higher Education, who come from environments with educational disadvantages, and whose abilities could be underestimated if only "traditional" admission tests and evaluations are employed. en_ZA
dc.language eng en_ZA
dc.publisher Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) en_ZA
dc.rights <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a> en_ZA
dc.rights.uri http://creativecommons.org/licenses/by-nd/4.0/ en_ZA
dc.source Iberoamerican Journal of Educational Evaluation en_ZA
dc.title El Balance entre Excelencia y Equidad en Pruebas de Admisión: Contribuciones de Experiencias en Sudáfrica y Costa Rica en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
uct.subject.keywords maximising excellence en_ZA
uct.subject.keywords fluid intelligence en_ZA
uct.subject.keywords dynamic assessment en_ZA
uct.subject.keywords survival analysis studies en_ZA
uct.subject.keywords predictability validity evidence en_ZA
dc.publisher.institution University of Cape Town
uct.type.filetype Text
uct.type.filetype Image


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