<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042025000201201</article-id>
<article-id pub-id-type="doi">10.18861/cied.2025.16.2.4015</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluaciones educativas estandarizadas: desde el marco a los resultados]]></article-title>
<article-title xml:lang="en"><![CDATA[Standardized educational assessments: from framework to outcomes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliações educacionais padronizadas: do marco conceitual aos resultados]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soca]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luzardo]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Centro Universitario Regional del Este ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República Facultad de Derecho ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la República Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042025000201201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042025000201201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042025000201201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza las Evaluaciones Educativas Estandarizadas (EEE) como herramientas útiles para medir logros educativos y mejorar la calidad de los sistemas educativos. Se brinda un panorama actualizado sobre su desarrollo, implementación y análisis. La investigación se basa en una revisión teórica de tipo bibliográfico. Se analizaron estudios recientes que abordan contextos educativos globales y regionales. El análisis encuentra avances metodológicos importantes, como la incorporación de la teoría de respuesta al ítem, los test adaptativos informatizados y el uso de inteligencia artificial para la generación de ítems, lo que mejora la precisión y relevancia de las mediciones. Sin embargo, se identificaron limitaciones como la desconexión entre el diseño técnico de las EEE y su aplicación práctica, la falta de formación técnica de los docentes y el escaso aprovechamiento de las bases de datos generadas para la investigación educativa y la toma de decisiones informadas. Los hallazgos subrayan la necesidad de diseñar EEE que consideren contextos desfavorables y estudiantes con discapacidades. Se concluye que para maximizar el impacto de las EEE es crucial fortalecer la capacitación en su interpretación y fomentar su uso en investigaciones educativas, contribuyendo así a sistemas educativos más equitativos y eficaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes standardized educational assessments (SEA) as valuable tools for measuring educational achievements and improving the quality of educational systems. It offers an updated overview of their development, implementation, and analysis methods. The research is based on a theoretical bibliographic review, examining recent studies that address global and regional educational contexts, with a particular emphasis on Latin America. The analysis identifies significant methodological advances, such as the incorporation of item response theory, computerized adaptive testing, and the use of artificial intelligence for item generation, all of which enhance the accuracy and relevance of measurements. However, limitations were also identified, including the disconnect between the technical design of SEA and their practical application, the lack of technical training for teachers, and the underutilization of the databases generated for educational research and informed decision-making. The findings highlight the need to design SEA that consider disadvantaged contexts and students with disabilities. The conclusion emphasizes that maximizing the impact of SEA requires strengthening training in their interpretation and promoting their use in educational research, thereby contributing to more equitable and effective educational systems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as Avaliações Educacionais Padronizadas (AEPs) como ferramentas úteis para medir resultados e melhorar a qualidade dos sistemas educacionais. Apresenta uma visão atualizada sobre o desenvolvimento, a implementação e as formas de análise dessas avaliações. A pesquisa baseia-se em uma revisão teórica de caráter bibliográfico. Foram analisados estudos recentes que abordam contextos educacionais globais e regionais. A análise identifica avanços metodológicos importantes, como a incorporação da Teoria de Resposta ao Item, os testes adaptativos informatizados e o uso de inteligência artificial para a geração de itens, o que melhora a precisão e a relevância das medições. No entanto, também foram identificadas limitações, como a desconexão entre o desenho técnico das AEPs e sua aplicação prática, a falta de formação técnica dos professores e o aproveitamento limitado das bases de dados geradas para a pesquisa educacional e a tomada de decisões informadas. Os resultados destacam a necessidade de desenhar AEPs que considerem contextos desfavoráveis e estudantes com deficiências. Conclui-se que, para maximizar o impacto das AEPs, é crucial fortalecer a capacitação em sua interpretação e fomentar seu uso em pesquisas na área da educação, contribuindo assim para sistemas mais equitativos e eficazes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[evaluación a gran escala]]></kwd>
<kwd lng="es"><![CDATA[evaluación estandarizada]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="en"><![CDATA[educational assessment]]></kwd>
<kwd lng="en"><![CDATA[large-scale assessment]]></kwd>
<kwd lng="en"><![CDATA[standardized assessment]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[methodology]]></kwd>
<kwd lng="pt"><![CDATA[avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[avaliação em larga escala]]></kwd>
<kwd lng="pt"><![CDATA[avaliação padronizada]]></kwd>
<kwd lng="pt"><![CDATA[psicometria]]></kwd>
<kwd lng="pt"><![CDATA[metodologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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