La evaluación en el aula: reflexiones sobre sus propósitos, validez y confiabilidad
Palabras clave:
Evaluación del aprendizaje, evaluación del estudiante, validez.Resumen
El presente trabajo tiene como fin presentar un análisis sobre la evaluación en el aula a través de la discusión de sus propósitos, validez y confiabilidad. En este sentido, se delimitan los propósitos con base en los actores y conceptos de calidad, para posteriormente plantear los criterios de validez y confiabilidad a la luz de la naturaleza del proceso educativo. El artículo propone tres tipos de estrategias para la valoración de la validez y confiabilidad de la evaluación en el aula.Descargas
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Referencias
Ali, A. M. y Yusof, H. (2012). Quality in qualitative studies: The case of validity, reliability and generalizability. Issues in Social and Environmental Accounting, 5(1-2), 25-64.
Allen, J. D. (2005). Grades as valid measures of academic achievement of classroom learning. The Clearing House, 78(5), 218-223.
Álvarez-Gayou, J. L. (2010). Cómo hacer investigación cualitativa: Fundamentos y metodología. México: Paidós.
American Psychological Association, American Educational Research Association y National Council on Measurement in Education. (1985). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
American Psychological Association, American Educational Research Association y National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Barusch, A., Gringeri, C. y George, M. (2011). Rigor in qualitative social work research: A review of strategies used in published articles. Social Work Research, 35(1), 11-19.
Brennan, R. L. (2001). An essay on the history and future of reliability from the perspective of replications. Journal of Educational Measurement, 38(4), 295-317.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-12.
Brookhart, S. M. (2004). Assessment theory for college classrooms. New Directions for Teaching & Learning, 100, 5-14.
Brookhart, S. M. (2009). The many meaning of “multiple measures”. Educational Leadership, 67(3), 6-12.
Brookhart, S. M. (2011). Starting the conversation about grading. Educational Leadership, 69(3), 10-14.
Camara, W. J. y Lane, S. (2006). A historical perspective and current views on the standards for educational and psychological testing. Educational Measurement: Issues & Practice, 25(3), 35-41.
Chappuis, S. y Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40.
Chávez, C. y Saade, A. (2010). Procedimientos básicos para el análisis de reactivos. México: Centro Nacional de Evaluación para la Educación Superior.
De Camilloni, A. R. W., Celman, S., Litwin, E. y Palou de Maté, M. C. (2001). La evaluación de los aprendizajes en el debate didáctico contemporáneo. Argentina: Paidós Educador.
De la Orden, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo reflections on competency based assessment in education. Revista Electrónica de Investigación Educativa, 13(2), 2.
De la Orden, A., Asensio, I., Carballo, R., Fernández Díaz, J., Fuentes, A., García Ramos, J. et al. (1997). Desarrollo y validación de un modelo de calidad universitaria como base para su evaluación. Revista Electrónica de Investigación y Evaluación Educativa, 3(1-2).
Eisner, E. (1998). El ojo ilustrado: Indagación cualitativa y mejora de la práctica educativa. Barcelona: Paidós.
Fernández, M., Noelia, A. y Pérez, M. A. (2009). Curso básico de psicometría: Teoría clásica. Buenos Aires: Lugar Editorial.
Frisbie, D. A. (2005). Measurement 101: Some fundamentals revisited. Educational Measurement: Issues & Practice, 24(3), 21-28.
García, S. (2002). La validez y la confiabilidad en la evaluación del aprendizaje desde la perspectiva hermenéutica. Rev. Ped. 23(67), 297-318.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
Gullickson, A. y Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards: How to improve evaluations of students. Thousand Oaks, CA: Sage.
Hernández, R., Fernández-Collado, C. y Baptista, P. (2007). Metodología de la investigación (4a. ed.). México: McGraw-Hill.
Hopkins, K. (1998). Educational and psychological measurement and evaluation. Needham Heights, MA: Allyn and Bacon.
Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards. California: Corwin Press.
Jonson, J. L. y Plake, B. S. (1998). A historical comparison of validity standards and validity practices. Educational and Psychological Measurement, 58(5), 736-753.
Lamprianou, I. y Christie, T. (2009). Why school based assessment is not a universal feature of high stakes assessment systems? Educational Assessment, Evaluation & Accountability, 21(4), 329-345.
Lewis, R. (1996). Tests psicológicos y evaluación. México: Aiken Editorial-Prentice Hall.
Li, H. (2003). The resolution of some paradoxes related to reliability and validity. Journal of Educational and Behavioral Statistics, 28(2), 89-95.
McMillan, J. H. (2003). Understanding and improving teachers' classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34-43.
Miles, M. y Huberman, M. (1984). Qualitative data analysis: A sourcebook of new methods. EUA: Sage.
Mislevy, R. J. (2004). Can there be reliability without reliability? Journal of Educational and Behavioral Statistics, 29(2), pp. 241-244.
Moss, P. A. (1994). Can there be validity without reliability? Educational Researcher, 23(2), pp. 5-12.
Moss, P. A. (2004). The meaning and consequences of reliability. Journal of Educational and Behavioral Statistics, 29(2), 245-249.
Muñoz-Izquierdo, C. (2009). ¿Cómo puede la educación contribuir a la movilidad social. Resultados de cuatro décadas de investigación sobre la calidad y los efectos socioeconómicos de la educación. México: Universidad Iberoamericana.
Parkes, J. (2007). Reliability as argument. Educational Measurement: Issues & Practice, 26(4), 2-10.
Pedhazur, E. y Pedhazur, L. (1991). Measurement, design and analysis: An integrated approach. Hillsdale, NJ: LAwrence Erlbaum Associates.
Sadovnik, A. R. (2001). Basil Bernstein (1924–2000). Prospects, 31(4), 607-620.
Salkind, N. (2006). Test & measurement for people who (they think) hate tests & measurement. Thounsand Oaks, CA: Sage.
Scates, D. E. (1943). Differences between measurement criteria of pure scientists and of classroom teachers. The Journal of Educational Research, 37(1), 1-13.
Shepard, L. A., Center for Research on Education, Diversity & Excellence, & University of California, Los Angeles. Center for Research on Evaluation, Standards, and Student
Testing. (2000). The role of classroom assessment in teaching and learning. Los Ángeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, UCLA.
Smith, J. K. (2003). Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, 22(4), 26-33.
Stiggins, R. J. (1992). High quality classroom assessment: What does it really mean? Educational Measurement: Issues and Practice, 11(2), 35-39.
Stiggins, R. J. (1997). Dealing with the practical matter of quality performance assessment. Measurement in Physical Education and Exercise Science, 1(1), 5-17.
Teasdale, A. y Leung, C. (2000). Teacher assessment and psychometric theory: A case of paradigm crossing? Language Testing, 17(2), 163-184.
Tristán, A. (1998). Análisis de rasch para todos: Una guía simplificada para evaluadores educativos. México: Centro Nacional de Evaluación para la Educación Superior.
Winter, G. (2000). A comparative discussion of the notion of validity in qualitative and quantitative research. The Qualitative Report, 4(3), 4.
Allen, J. D. (2005). Grades as valid measures of academic achievement of classroom learning. The Clearing House, 78(5), 218-223.
Álvarez-Gayou, J. L. (2010). Cómo hacer investigación cualitativa: Fundamentos y metodología. México: Paidós.
American Psychological Association, American Educational Research Association y National Council on Measurement in Education. (1985). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
American Psychological Association, American Educational Research Association y National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Barusch, A., Gringeri, C. y George, M. (2011). Rigor in qualitative social work research: A review of strategies used in published articles. Social Work Research, 35(1), 11-19.
Brennan, R. L. (2001). An essay on the history and future of reliability from the perspective of replications. Journal of Educational Measurement, 38(4), 295-317.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-12.
Brookhart, S. M. (2004). Assessment theory for college classrooms. New Directions for Teaching & Learning, 100, 5-14.
Brookhart, S. M. (2009). The many meaning of “multiple measures”. Educational Leadership, 67(3), 6-12.
Brookhart, S. M. (2011). Starting the conversation about grading. Educational Leadership, 69(3), 10-14.
Camara, W. J. y Lane, S. (2006). A historical perspective and current views on the standards for educational and psychological testing. Educational Measurement: Issues & Practice, 25(3), 35-41.
Chappuis, S. y Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40.
Chávez, C. y Saade, A. (2010). Procedimientos básicos para el análisis de reactivos. México: Centro Nacional de Evaluación para la Educación Superior.
De Camilloni, A. R. W., Celman, S., Litwin, E. y Palou de Maté, M. C. (2001). La evaluación de los aprendizajes en el debate didáctico contemporáneo. Argentina: Paidós Educador.
De la Orden, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo reflections on competency based assessment in education. Revista Electrónica de Investigación Educativa, 13(2), 2.
De la Orden, A., Asensio, I., Carballo, R., Fernández Díaz, J., Fuentes, A., García Ramos, J. et al. (1997). Desarrollo y validación de un modelo de calidad universitaria como base para su evaluación. Revista Electrónica de Investigación y Evaluación Educativa, 3(1-2).
Eisner, E. (1998). El ojo ilustrado: Indagación cualitativa y mejora de la práctica educativa. Barcelona: Paidós.
Fernández, M., Noelia, A. y Pérez, M. A. (2009). Curso básico de psicometría: Teoría clásica. Buenos Aires: Lugar Editorial.
Frisbie, D. A. (2005). Measurement 101: Some fundamentals revisited. Educational Measurement: Issues & Practice, 24(3), 21-28.
García, S. (2002). La validez y la confiabilidad en la evaluación del aprendizaje desde la perspectiva hermenéutica. Rev. Ped. 23(67), 297-318.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
Gullickson, A. y Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards: How to improve evaluations of students. Thousand Oaks, CA: Sage.
Hernández, R., Fernández-Collado, C. y Baptista, P. (2007). Metodología de la investigación (4a. ed.). México: McGraw-Hill.
Hopkins, K. (1998). Educational and psychological measurement and evaluation. Needham Heights, MA: Allyn and Bacon.
Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards. California: Corwin Press.
Jonson, J. L. y Plake, B. S. (1998). A historical comparison of validity standards and validity practices. Educational and Psychological Measurement, 58(5), 736-753.
Lamprianou, I. y Christie, T. (2009). Why school based assessment is not a universal feature of high stakes assessment systems? Educational Assessment, Evaluation & Accountability, 21(4), 329-345.
Lewis, R. (1996). Tests psicológicos y evaluación. México: Aiken Editorial-Prentice Hall.
Li, H. (2003). The resolution of some paradoxes related to reliability and validity. Journal of Educational and Behavioral Statistics, 28(2), 89-95.
McMillan, J. H. (2003). Understanding and improving teachers' classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34-43.
Miles, M. y Huberman, M. (1984). Qualitative data analysis: A sourcebook of new methods. EUA: Sage.
Mislevy, R. J. (2004). Can there be reliability without reliability? Journal of Educational and Behavioral Statistics, 29(2), pp. 241-244.
Moss, P. A. (1994). Can there be validity without reliability? Educational Researcher, 23(2), pp. 5-12.
Moss, P. A. (2004). The meaning and consequences of reliability. Journal of Educational and Behavioral Statistics, 29(2), 245-249.
Muñoz-Izquierdo, C. (2009). ¿Cómo puede la educación contribuir a la movilidad social. Resultados de cuatro décadas de investigación sobre la calidad y los efectos socioeconómicos de la educación. México: Universidad Iberoamericana.
Parkes, J. (2007). Reliability as argument. Educational Measurement: Issues & Practice, 26(4), 2-10.
Pedhazur, E. y Pedhazur, L. (1991). Measurement, design and analysis: An integrated approach. Hillsdale, NJ: LAwrence Erlbaum Associates.
Sadovnik, A. R. (2001). Basil Bernstein (1924–2000). Prospects, 31(4), 607-620.
Salkind, N. (2006). Test & measurement for people who (they think) hate tests & measurement. Thounsand Oaks, CA: Sage.
Scates, D. E. (1943). Differences between measurement criteria of pure scientists and of classroom teachers. The Journal of Educational Research, 37(1), 1-13.
Shepard, L. A., Center for Research on Education, Diversity & Excellence, & University of California, Los Angeles. Center for Research on Evaluation, Standards, and Student
Testing. (2000). The role of classroom assessment in teaching and learning. Los Ángeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, UCLA.
Smith, J. K. (2003). Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, 22(4), 26-33.
Stiggins, R. J. (1992). High quality classroom assessment: What does it really mean? Educational Measurement: Issues and Practice, 11(2), 35-39.
Stiggins, R. J. (1997). Dealing with the practical matter of quality performance assessment. Measurement in Physical Education and Exercise Science, 1(1), 5-17.
Teasdale, A. y Leung, C. (2000). Teacher assessment and psychometric theory: A case of paradigm crossing? Language Testing, 17(2), 163-184.
Tristán, A. (1998). Análisis de rasch para todos: Una guía simplificada para evaluadores educativos. México: Centro Nacional de Evaluación para la Educación Superior.
Winter, G. (2000). A comparative discussion of the notion of validity in qualitative and quantitative research. The Qualitative Report, 4(3), 4.
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2013-08-30
