Consideraciones de validez prioritaria para la evaluación formativa y de rendición de cuentas

• Autores: Eva Baker
• Localización: Revista de educación, ISSN 0034-8082, Nº 348, 2009 (Ejemplar dedicado a: El valor añadido en educación), págs. 91-110
• Idioma: español
• Títulos paralelos:
  • Priority validity considerations for formative and accountability assessment
• Enlaces
  • Texto completo (html)
• Resumen
  • español

    Este artículo se centra en la validez de los sistemas de evaluación (Baker, 2007a) usados en las escuelas con la intención de mejorar la instrucción, bien a través de evaluaciones formativas o de evaluaciones para la rendición de cuentas. El argumento que se presenta apoya la necesidad de estudios de la sensibilidad instructiva de los tests, necesitando medidas mejores y más equiparadas con la enseñanza en el aula. La agenda de investigación caracteriza a estas preocupaciones como extensas y esenciales.A través de la presentación de los trabajos que se realizan en el CRESST (Center for Research on Evaluation, Standards and Student Testing), de la Universidad de California en los Ángeles, su directora, Eva Baker, expone la importancia de la sensibilidad instructiva y los aspectos que se derivan de ella para, posteriormente, pasar a exponer una serie de cuestiones relativas al diseño de pruebas referidas a criterio (CRT). Finalmente, se comenta la situación en la actualidad en los Estados Unidos, donde se realizan evaluaciones con base normativa. Planteadas estas cuestiones, se pone en relación dos importantes aspectos relacionados con la evaluación de los aprendizajes, a saber, la sensibilidad instructiva y las pruebas que persiguen objetivos múltiples. Como conclusión del artículo presentado se presenta un resumen,de modo provisional,sobre las cuestiones que se asumen para la sensibilidad de la instrucción, así como argumentos a favor y en contra de la misma. Se concluye presentando las experiencias del CRESST en el tema.

  • English

    This paper focuses on validity of testing systems (Baker, 2007a) used in schools intended to improve instruction, either through formative or accountability-based assessments. The argument put forward supports the need for studies of the instructional sensitivity of tests to assure that they are actually measuring school effects.The research agenda suggested by these concerns is extensive and essential. Eva L. Baker presents CRESST (Center for Research on Evaluation, Standards and Student Testing, University of California, Los Angeles) research jobs related to instructional validity and main issues related to Criterion Referenced Test (CRT). Finally, in order to conduct such studies, better and more scalable measures of classroom instruction are needed.

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