Standardized Testing And Critical Reading: A Comprehensive Approach To Adventist Educational Innovation

Abstract

This study explores critical reading competencies in students in the Adventist educational system in Colombia, analyzing both achievements and challenges through a mixed approach. In the introduction, the value of standardized tests to identify areas for improvement in educational processes is argued. However, limitations in its implementation are highlighted, especially in heterogeneous contexts. The methodology combined quantitative analyses, based on the results of the ICFES tests of the last five years, with qualitative data obtained from interviews and focus groups with students and teachers. This design allowed a comprehensive understanding of the factors that affect performance in critical reading. Among the results, advances in levels of literal and inferential comprehension are identified, although significant weaknesses persist in deep critical thinking. Students cited barriers such as lack of reading habits and technological distractions, while teachers highlighted the absence of clear institutional policies and up-to-date teaching materials. The discussion addresses the need for innovative pedagogical strategies, including unqualified drills and the integration of technological tools to improve critical competencies. In the conclusion, the importance of a comprehensive approach that includes teacher training, diversification of texts, and a transversal approach in the curriculum is underlined, in order to strengthen critical reading competencies and their impact on student learning.