Browsing by Author "Flotts de los Hoyos, María Paulina"

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    Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences
    (2013) Preiss Contreras, David Daniel; Castillo, Juan Carlos; Flotts de los Hoyos, María Paulina; San Martín, Ernesto
    The purpose of the study is to explore whether first-year university students' performance in an argumentative writing test is related to their performance in tests of inference analysis, argument analysis and syllogistic reasoning as well as their academic achievement, as measured by their previous high school grades and by two standardized tests required for university admission in Chile. 452 first-year undergraduates participated in the study. The results show that the information originated from the writing and thinking assessments supplements the information provided by the academic measures. The inference and argument analysis tests did not replicate the achievement gap between public, voucher and private schools commonly observed in Chile. The results showed that gender differences in writing are relatively independent of gender differences in thinking. The results support the adoption of writing and thinking measures as a part of initiatives targeting the identification of abilities not tested by conventional academic assessment.
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    Creación de un examen de titulación para la carrera de enfermería
    (2011) Catoni S., María Isabel; Fernández D., Patricia; Ferrer S-G, Ximena; Manzi Astudillo, Jorge; Flotts de los Hoyos, María Paulina; Barrios Araya, Silvia
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    Design of a college-level test of written communication: Theoretical and methodological challenges
    (Psychology Press, 2012) Manzi Astudillo, Jorge; Flotts de los Hoyos, María Paulina; Preiss Contreras, David Daniel
    In contrast to our knowledge on the acquisition and early development of writing skills, our scienti€c understanding of the development of writing at the college level is relatively less advanced. In effect, a large part of the most in¥uential empirical research on writing has focused on the development of basic writing and composition skills (e.g., Berninger et al., 2002; Olson, 2002). Still, interest in college-level writing is not new. One of the €rst models of writing was based on protocol analysis of college-level writers, who were treated as novices in contrast to expert professionals (Hayes & Flower, 1980, 1986). Recent models of writing development have an increased curiosity for the development of writing beyond the acquisition of basic and composition skills (Kellogg, 2008) and researchers have shown that relevant individual differences in text generation can be detected in mature writers (Torrance, Thomas, & Robinson, 1999).