Abstract

This study aims to synthesize findings on the variables that explain the results of government standardized tests at the secondary education level in educational institutions. A scoping review methodology was applied, following the PRISMA protocol, to identify and analyze 33 relevant academic articles retrieved from major scientific databases. A bibliometric analysis showed a steady increase in publications on the topic since 2019. A keyword co-occurrence analysis grouped the literature into four thematic clusters: educational policies, assessment strategies, institutional factors, and social equity. The findings reveal that standardized test outcomes are shaped by factors endogenous to students (e.g., family and social background), to educational institutions (e.g., pedagogical models, resources, organizational strategies), and to national and international policy environments. The discussion highlights the limitations of traditional approaches that emphasize test scores in isolation and advocates for formative, inclusive evaluation practices that are sensitive to local contexts. A systemic and integrated perspective is necessary to use standardized test results as meaningful tools for improving educational quality and guiding equitable public policy decisions in education.

Key words: Pedagogical evaluation, educational quality, standardized tests, public policy, educational indicators.