Standardized assessment results and classroom decision-making: A proposal for institutional pedagogical improvement

Abstract

The study aimed to analyze the relevance of ICFES results, specifically in Critical Reading, as pedagogical evidence to address learning weaknesses in preparation for the Saber 11 examination at Liceo Rómulo Gallegos in Bogotá, D.C. The inquiry emerged from the recognition that reading competencies involve complex processes of global comprehension, inference, evaluation, and argumentation. Their development required coherent articulation among curriculum, teaching, assessment, and feedback. In addition, this essay examined contributions from the literature on textual comprehension, critical thinking, formative assessment, and teacher preparation, as well as the existing gaps between the ICFES Reference Frameworks and classroom decision-making at the school. The study also supported the Evidence-Centered Design (ECD) assessment model, since it provided a structurally relevant connection among expected learning outcomes, observable evidence, and pedagogical tasks. Likewise, a teacher training process, the establishment of an institutional guide, and guidance for the design of performance-level workshops were implemented as actions aimed at institutional improvement and at contributing to better results. A critical analysis was conducted to identify the scope and limitations of this experience, particularly those related to the continuity of teacher professional development and the institutional consolidation of assessment with formative meaning. It was concluded that the main contribution of this inquiry lies in showing a coherent pathway to strengthen Critical Reading from both curricular and pedagogical perspectives.