Reválidas, evaluación de competencias y calidad de los aprendizajes
Keywords:
test, educational assessment, personalized education, quality of learning, competencies assessmentAbstract
The paper attempts to analyze and discuss the meaning and substance of education reform proposals advanced by the Spanish Ministry of Education in June 2012, specially the introduction of external evaluation tests, revalidation, in three stages of school life. On the basis of current research and reports discuss how the resources to test, or external«paper and pencil» assessment usually induces only superficial learning, ie reproduction of data, simple formulas and algorithms. The assessment of competencies or unique human qualities of each learner that requires the complex contemporary digital age, is incompatible with the bar exams, and standardized tests for everyone. The most important qualities of learning in the digital age, —self-direction, initiative, creativity, critical thinking, problem solving and self-evaluation—are difficult to evaluate using cheap and massive “paper and pencil” instruments as standardized test, instead require tools and processes more sensible, complex, plural and flexible as the continuous observation of teaching teams about the learners work and products.
References
Bellanca, J. (2010). 21st Century Skills: Rethinking how student learn. Bloomington. Solution Tree Press.
—— (2012) How to Teach Thinking Skills Within the Common Core. Bloomington, Solution Tree.
Berry, B. (2011) Teaching 2030.N.Y. Teacher College Press.
Biggs, J. (2007). Teaching for Quality Learning at University, Buckingham: Open University Press/McGraw Hill.
Carvalho, L. (2009). Production of OECD’s «Programme for International Student Assessment» (PISA) Knowledge and Policy. www.knowandpol.eu.
Costa, A.L. y Kallick, B. (2004). Assessment Strategies for Self-directed Learning. N.Y. Corwin Press.
Darling-Hammond, L. (2010). The flat world and education. Nueva York: Teachers College Press.
Davidson, C. (2011). Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. Nueva York: Penguin Books.
Dede, C. (2007). Transforming Education for the 21st Century. Cambridge: Harvard Education Press.
Dede, Ch. (2010). Comparing frameworks for 21st Century Skills. En James Bellanca, 2010, op. cit.
Elmore, R. (2011). I used to think... And now I think... Cambridge: Harvard Education Press.
Engel, A. y Meier, D. (2010). Seed of tomorrow. New York, Paradigm Publishers.
Gatto, J.T. (2005). Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. Canadá: New Society Publisher.
Howe, K.R. y Ashcraft, C. (2005). Deliberative democratic evaluation: Successes and limitations of an evaluation of school choice. Teachers College Record, 107(10), 2274-2297.
James, M. (2007). Learning how to learn. Londres: Routledge.
Fenwick, T y Parsons, J. (2009). The art of Evaluation. EEUU: Thomson Educational Publishing.
Rochex, J.Y. (2006). Social, Methodological and Theoretical Issues Regarding Assesment: Lessons From a Secondary Analysis of PISA 2000 Literacy Tests. Review of Research in Education, 2006.
Kahneman, D. (2011). Thinking fast and Slow. New York. Farrar, Straus and Giroux.
McKinSey and Colbs. (2007). How the World’s Best-performing School Systems Come Out on Top. Londres: McKinsey & Co.
McTighe, J y Seif, E. (2010). An implementation Framework to Support 21st Century Skills. En James Bellanca, 2010, op. cit.
Monereo, C. (2009). PISA como Excusa. Repensar la evaluación para cambiar la enseñanza. Barcelona. GRAO.
Nevo, D. (2002). Dialogue evaluation: Combining internal and external evaluation, en D. Nevo (ed.), School-based evaluation: An international perspective (pp. 3-16). Oxford, UK: Elsevier.
Novak, J.D. (1998). Learning, Creating and Using Knowledge: Concept maps as facilitative tools for schools and corporations. Mahwah, N.J.: Lawrence Erlbaum & Assoc.
OCDE, (2005): Informe PISA, 2003: Aprender para el mundo del mañana. OCDE, Madrid, Santillana.
Pérez Gómez A.I., Soto Gómez E., Sola Fernández, M., Serván Núñez, Ma .J. (2008). La evaluación como aprendizaje. Guías para el Espacio Europeo de Educación Superior, núm. 6. Akal. Madrid.
—— (2012). Educarse en la era digital. Madrid, Morata.
—— (2008). ¿Competencias o pensamiento práctico? La construcción de los significados de representación y de acción. En Gimeno y V.A. Educar por competencias, ¿qué hay de nuevo? Morata, Madrid.
—— (2007). La naturaleza de las competencias básicas y sus aplicaciones pedagógicas. Cuadernos de Educación. 1. Gobierno de Cantabria.
Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Nueva York: Basic Books.
Reeves, D. (2010). A framework for Assesing 21st Century Skills, en James Bellanca, op. cit. Resnick, L.B. y Matsumura, L.C. (2007). «Academic proficiency: Bright hopes, blurry vision». Voices in education, 14.
Richardson, W. (2011). «Investing in Teachers as Learners». Education Week, 30, pp. 21-24.
Riegle, R. (2007). Education in the Information Age, en: http://people.coe.ilstu.edu/rpriegle/wwwdocs/educationinfoage.thm.
Robinson, K. (2008). El elemento. Barcelona, Grijalbo.
Robinson, K. (2011). Out of our minds: Learning to be creative. United Kingdom: Capstone Publishing.
Salthouse, T.A. (1989). Aging and skilled performance. En A.M. Colley & J.R. Beech (eds.), Acquisition and performance of cognitive skills (pp. 247-263). Chichester, UK: John Wiley & Sons.
Sandler, S. (2012). People vs. ‘Personalization’ Retaining the human element in the high-tech era of education. Edweek, 29/02/2012.
Sizer, Th. (2005). The Red Pencil: Convictions from Experience in Education. N.Y., Donnelly and Sons.
Soto Gómez, E. (en prensa). «La reflexión, corazón y alma del portafolios educativo». En Pérez Gómez y varios: La función pedagógica del portafolios educativo. Madrid, Akal.
Stenhouse, L. (1987). La investigación como base de la enseñanza. Madrid, Morata.
Stobart, G. (2010). Tiempos de pruebas: Los usos y abusos de la evaluación. Madrid, Morata.
Stoddard, L. (2010). Educating for human Greatness. Florida: Peppertree Press.
Sunderman, G. (2008). Holding NCLB accountable: Achieving accountability, equity,& school reform. Thousand Oaks, CA: Corwin Press.
Suskie, L. (2001). Assessment to Promote Deep Learning. Virginia: Stylus Publishing.
Vergnaud, G. (1990). La théorie des champs conceptuels. Récherches en Didactique des Mathématiques, 10(23): 133-170.
Wagner, T. (2012). Creating Innovators. New York. Scribner.
Wiggins, G.P. (1996). Practicing what we preach in designing authentic assessments. Educational Leadership, 54(4): 1-25.
Willingham, D. (2009). Why doesn’t Student like Schools. Nueva York: Wiley. (Traducción castellana en GRAO.)
