Publication:
Consistency analysis of Assessment Boards in University Entrance Examinations in Spain

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dc.contributor.authorVeas, Alejandro
dc.contributor.authorLópez Pina, José Antonio
dc.contributor.departmentPsicología Evolutiva y de la Educación
dc.date.accessioned2025-06-06T10:11:03Z
dc.date.available2025-06-06T10:11:03Z
dc.date.issued2025-06-05
dc.description© 2025 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in European Journal of Investigation in Health, Psychology and Education. To access the final edited and published work see https://doi.org/10.3390/ejihpe15060102
dc.descriptionAnálisis de las pruebas de acceso a la universidad y su relación con PISA: identificación de estándares curriculares y competenciales mediante enfoques psicométricos
dc.description.abstractUniversity entrance examinations (EBAU in Spanish) are a nationwide program for assessing student achievement levels in Spain and determining access to public undergraduate degrees. Considering the need to measure the progress of rater performance, this study analyzes rating data from the June 2018 exam sitting in the Valencian Community, Spain. A total of 54 assessment boards and 3000 students from five public universities were observed. The Many-Facet Rasch Model (MFRM) was used as an extension of the one-parameter Rasch measurement model. All facets involved in analyses (examination board severity, subject difficulty, and group performance) were located on a common underlying linear scale. The results showed large inconsistencies in the rating process, with differences in the severity levels of many subjects both within and between universities. This study may serve as a starting point for a reflective debate on the need to apply better criteria for ensuring the comparability of examination standards in Spain.es
dc.formatapplication/pdfes
dc.format.extent13es
dc.identifier.citationEur. J. Investig. Health Psychol. Educ. 2025, 15, 102
dc.identifier.doihttps://doi.org/10.3390/ejihpe15060102
dc.identifier.issnElectronic: 2254-9625
dc.identifier.urihttp://hdl.handle.net/10201/155654
dc.languageenges
dc.publisherMDPIes
dc.relationThis research was funded by MCIN/AEI/10.13039/501100011033, grant number PID2020115248RA-I00. The APC was funded by MCIN/AEI/10.13039/501100011033.es
dc.relation.publisherversionhttps://www.mdpi.com/2254-9625/15/6/102es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectComparability approaches
dc.subjectCorrection criteriaes
dc.subjectHigher educationes
dc.subjectMany-facet Rasch modeles
dc.subjectRaterses
dc.subjectUniversity entrance examinationses
dc.titleConsistency analysis of Assessment Boards in University Entrance Examinations in Spaines
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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