Psychometrics serving M&E: ¿Do floor effects in standardized tests explain the performance of Colombian students?

In educational and psychological tests used in program evaluation and policy development, a floor effect has been reported when test items are so difficult that test-takers can´t answer the easiest questions, thus underestimating their abilities. The analysis presented in this paper assesses the strengths of standardized tests, using the results of the 2022 PISA test as a model, and explores whether the measure misses aspects such as participants whose performance falls below the minimum threshold, leaving their score distribution unmeasurable by the test. The research also evaluates the validity of inferences drawn from standardized tests for a population as diverse as Colombian students who participated in PISA 2022. The presentation proposes a relevant link between standardized assessment and data collection for policy analysis and program development.
Keywords: Education, Psychometrics, Floor and Ceiling Effects