Aprender del error es un acierto: Las dificultades que enfrentan los estudiantes chilenos en la Prueba PISA

Abstract

The present study sought to characterize the successes and failures of Chilean students in their performance in 2009 PISA Test. We worked with secondary data available in the database of the 2009 PISA test. The sample consisted of items in reading, mathematics and science, applied to 5,600 students. The selection strategy was non-probabilistic and intentional analyzing items with the higher and lower levels of success. Using a quantitative methodological approach we concluded that the Chilean students have greater difficulties answering items with large problems that have a context, involving more than one variable and presenting information in different formats. Regarding the type of item, the most complex type were open response and complex multiple choice, which are less common in our school system. The results of this study can be used to refine the assessment instruments used in the classroom.