Browsing by Author "Claro Larraín, Susana"

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    Creación y evaluación de una metodología no compensatoria para el sistema de rendición de cuentas de los establecimientos educacionales en el contexto chileno
    (2019) Rodríguez Landaeta, Joaquín; Claro Larraín, Susana; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    This research looks over and proposes improvements to Chile’s educational accountability. In this country, since 2016 a new institutionality began to rule, the Ley de Sistema de Aseguramiento de Calidad (Quality Assurance System Law). This new accountability’s system corrects the results according to the context of the schools to support and hold them accountable. This leads to poor performance schools not being supported, since due to their high vulnerability context their score is corrected too much. A first improvement proposal is to perform two different methodologies: One that is used to identify establishments that require support, uncorrected by context, and another methodology that is used to determine establishments that must be held responsible, comparing their educational performance with their expected result according to their context and student composition. Defining a comprehensive means of school quality, with a diverse range of information is complex. The current system uses a weighted average approach, which may mask weaknesses in one dimension by offsetting the measurement with high scores in other dimensions. The second proposal of this research is to use a non-compensatory approach, adapted from Hough, Penner and Witte (2016), that does not use a single quality score, but schools are evaluated independently according to each dimension, following a decision tree. By using information from more than 400 thousand Chilean student per year, we track over 5,000 schools from 2016 to 2018 to compare both approaches based on criteria of reliability, validity and prediction ability. It is noted that the non-compensatory approach performs the same or better in these criteria than the current approach but identifies schools with lower socioeconomic characteristics.
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    From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework
    (2010) Roschelle, J.; Rafanan, K.; Estrella, G.; Nussbaum Voehl, Miguel; Claro Larraín, Susana
    The field of Computer Supported Collaborative Learning (CSCL) includes designers who emphasize effectiveness, measured via experiments, as well as designers who emphasize context and conduct qualitative research on teaching and learning practices. We conjectured that these two different emphases could be fruitful combined in a research and development process aimed at producing effective CSCL practices. We explored this possibility in a project that adapted a CSCL tool from Chile to serve as the basis of an effective 3-week classroom module for primary school mathematics in the United States. To go from tool to module, we addressed curricular fit, training materials, pedagogical guidance, formative and summative assessments, and logistical support. In conducting the project, we found that effectiveness and contextual research could be conducted simultaneously and yielded complementary insight to this design process, which enabled our project to rapidly move from the base tool towards complete classroom modules. An experiment we conducted after our design iterations showed that students who used the modules learned more about the target content, fractions. A retrospective analysis of our design process suggests that the Integrative Learning Design framework is useful for organizing the complementary components of effectiveness and contextual research in our design process.
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    My family matters: altruistic, mixed and self-oriented purposes for learning among chilean students.
    (2023) Imbarack Dagach, Patricia; Claro Larraín, Susana; Koppmann Kuester, Francisca Agnes; Santana Sepúlveda, Macarena Paz
    This work analyzes the purposes declared by a small sample of Chilean students, categorizing them according to their self-oriented, altruistic or hybrid characteristics, going beyond the dichotomy that is common in the literature, which includes only extrinsic and intrinsic purposes, or self-oriented and prosocial purposes. As an emerging category, it delves into family purposes, discussing factors that could influence the relevance of the family as a determinant of purpose. In addition, the importance given to the family in the purpose of Chilean students is compared with international literature, which tends to relegate the family environment to a second place with respect to other purposes. This comparison is intended to inspire future analyzes that delve into the contextual determinants of the definition of purpose in education. Finally, this work aims to contribute to future research on purpose in Latin American students, since it is likely that in the region there is a similar pattern, which relieves the family as a crucial element for the construction of the purpose and motivations of the students.