<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572017000100052</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.12.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Exámenes de alto impacto: implicaciones educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[High-stakes testing: Educational implications]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-Maldonado]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Nacional para la Evaluación de la Educación Dirección General de Medición y Tratamiento de Datos ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>6</volume>
<numero>21</numero>
<fpage>52</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572017000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572017000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572017000100052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Los exámenes de alto impacto o altas consecuencias tienen una larga historia en la educación superior y han contribuido al desarrollo científico de la evaluación educativa como una disciplina sofisticada. A pesar de ello, han surgido reacciones encontradas sobre el tema en diversos sectores de la sociedad y los profesionales de la educación, cuestionando su valor real y enfatizando sus potenciales efectos negativos. Es necesaria una discusión balanceada de esta temática, fundamentada en argumentos académicos con sustento en investigación, específicamente en educación médica.  Objetivo Proveer un panorama de las implicaciones educativas de la evaluación sumativa con exámenes de alto impacto, con énfasis en la educación médica.  Método Revisión narrativa de la literatura. Se identificaron publicaciones relevantes al tema en las bases de datos disponibles de literatura académica publicada y gris, sobre los exámenes de alto impacto en educación superior en niveles internacional y nacional. Se enfocó en artículos académicos que reportaran aspectos metodológicos y resultados, principalmente en evaluación de educación médica.  Discusión Los exámenes de alto impacto han tenido en general efectos positivos en la educación, aunque también se han reportado efectos negativos importantes y sobre los cuales siempre se debe reflexionar. Existe abundante literatura sobre el tema, pero más del 95% no son trabajos formales de investigación, lo que hace difícil tener una discusión razonable usando argumentos con sustento metodológico. La mayoría de los estudios sobre este tema están publicados en el litigioso contexto de Norteamérica, por lo que es necesario realizar investigación original sobre evaluación educativa en el contexto nacional y local, sin perder la perspectiva global.  Conclusión Los exámenes de alto impacto tienen efectos positivos y negativos en el currículo, los métodos de enseñanza y las estrategias de aprendizaje. Es necesario hacer un uso prudente y profesional de los resultados de estos exámenes, incorporando el concepto moderno interpretativo de validez para obtener inferencias apropiadas de estos datos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction High-stakes test have a long history in higher education and have contributed to the scientific development of educational assessment as a sophisticated discipline. Despite this, controversial reactions have emerged in different sectors of society and education professionals, questioning its real value and emphasizing its potential negative effects. A balanced discussion of these issues is needed, grounded in academic arguments about the subject, specifically in medical education.  Objective To provide an overview of the educational implications of summative high-stakes testing, with emphasis on medical education.  Method Narrative review of the literature. Relevant papers were identified in available databases of published and grey literature, about high-stakes testing in higher education at the international and national levels. The focus was on scholarly papers that reported methodology and results, emphasizing medical education assessment.  Discussion High-stakes testing has had positive effects on education globally, although important negative effects have also been reported. There is abundant literature on the subject, although more than 95% are not formal published research papers, which makes it difficult to have a reasonable discussion with methodologically grounded academic arguments. The majority of studies about this theme have been published in the litigious Northamerican context, it is necessary to perform educational assessment original research in the national and local contexts, without losing the global perspective.  Conclusion High-stakes testing have positive and negative effects on the curriculum, teaching methods and learning strategies. There is a need to use professionally and sensibly the results of educational testing, incorporating the modern interpretative concept of validity to obtain appropriate inferences of testing data.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación sumativa]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Medición educativa]]></kwd>
<kwd lng="es"><![CDATA[Exámenes]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Summative assessment]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Educational measurement]]></kwd>
<kwd lng="en"><![CDATA[Tests]]></kwd>
<kwd lng="en"><![CDATA[Quality of education]]></kwd>
<kwd lng="en"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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