Factores socioemocionales y resultados de evaluaciones estandarizadas en lectura: Análisis en tres establecimientos de Talca

Abstract

The article examines the results obtained in the reading axis by second-grade students from three establishments in the commune of Talca in the Education Quality Measurement System (SIMCE) and Comprehensive Learning Diagnosis (DIA) evaluations of the year. 2022 and 2023, respectively. The research is of a mixed nature, because a correlational study was carried out based on the comparative analysis between the results obtained by second-year students in the academic evaluation and the socio-emotional results. The results have been analyzed in light of the learning standards promoted by the Ministry of Education, establishing a relationship between the evaluation and the personal socio-emotional sphere of the students and the management of educational actors around socio-emotional learning. The results of the research show that a direct relationship cannot be concluded between the socio-emotional factors of the students and the results they obtain in the reading axes of the DIA and SIMCE evaluations. The detailed analysis of the results obtained in the DIA and SIMCE tests has revealed a significant paradox in the performance of educational establishments. Specifically, the establishment that obtained the highest scores in both academic evaluations did not demonstrate equally outstanding performance in the social-emotional area as assessed by the DIA. On the contrary, the establishment that recorded the lowest scores in the aforementioned academic tests stood out notably in the socio-emotional evaluation of the DIA.