Currently, applicants to enter the institutions of higher and higher education that hold an examination of the Ceneval They carry out a context questionnaire, the objective of which is to satisfy the information needs of the Center itself, the user institutions and the educational authorities.
In order for these data to contribute to the creation of a social-emotional skills measurement model that facilitates the detection and solution of problems, in addition to supporting decision-making, in 2018 a theoretical model proposed by Farrington and his colleagues was empirically tested. colleagues, with samples of Mexican students who took the National Entrance Exams (EXANI-I, II and III).
The objective of this study was to form three groups of supporters with different levels of development in each of the socio-emotional skills considered and to issue reports on their degree of progress, regardless of their educational level. This information, added to the socioeconomic data of each one and their performance in the test that accompanies each context questionnaire, allowed a more comprehensive view of their characteristics.
The results contributed to the development of a unique model for the measurement of socio-emotional skills in the context questionnaires applied by the Ceneval. In the new EXANI-I, EXANI-II, EXANI-III, DOMINA-BACH Basic and the Bachelor’s Degree Project, individual and institutional reports are included that provide diagnostic information on five socio-emotional skills considered important for academic training, personal well-being and the future employment of the supporters: taste for school, cooperation, academic perseverance, metacognition and academic commitment.
For him Ceneval It is important to carry out comprehensive evaluations that allow institutions to identify areas of opportunity to improve the academic performance of students and increase the chances of job success for their graduates. The measurement of socio-emotional skills is a fundamental complement for the evaluation of specific knowledge and, the information obtained thanks to the context questionnaires, allows educational institutions to make better academic decisions.
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