Pruebas con referencia a criterios: Taller.
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1995
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IIMEC
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Este informe reúne el material teórico y práctico, empleado para capacitar a los investigadores del Programa de Medición y Evaluación Educativa del IIMEC, en lo concerniente a las pruebas referidas a criterios. En él se encuentran los resúmenes, los esquemas y los ejemplos de los temas desarrollados en el taller, así como el trabajo práctico de los participantes. Se inicia con el concepto de evaluación y sus funciones, para luego referirse a los distintos tipos de prueba (criterios-dominios-objetivos) y centrarse en las pruebas referidas a criterios, al modelo de enseñanza que estas suponen y a los pasos que se deben seguir para la formulación de dichas pruebas. Otros conceptos que se desarrollan en el informe son los de validez y confiabilidad, sobre los que se exponen sus principios fundamentales, para luego abordarlos desde la perspectiva de diversos especialistas (Popham, Hambleton, Huynh, Sukoviac, entre otros). También se brindan ejemplos e información pertinente para la elaboración de ítemes de acuerdo con los objetivos que se piensen evaluar. En lo que respecta a los objetivos, no solo se establecen las condiciones necesarias para su redacción, sino que se plantea su importancia en la acción educativa, pues le permiten al maestro planificar la enseñanza y, al estudiante, conocer lo que se espera que aprenda; además de que proveen criterios para valorar el aprendizaje. En cuanto a los instrumentos de evaluación, en primera instancia, se exponen las razones básicas para evaluar, así como la importancia de que los instrumentos midan realmente lo que se desea y que presenten un margen tolerable de error, para lo cual se explican algunos métodos estadísticos. Incluye también una clasificación (según el objetivo que se va a evaluar) en instrumentos de evaluación verbales e instrumentos de evaluación de ejecución. Además, especifica las características de las pruebas escritas y de las pruebas objetivas. Otro tema que se incluye es la elaboración de los ítemes de selección y los aspectos de forma que deben considerarse para ello. Se presentan también las diferentes técnicas utilizadas para obtener juicios que permitan calcular el índice de congruencia ítem-objetivo (validación de contenidos), para lo cual e proponen tres escalas:
1. Técnica de la escala de calificación
2. Técnica del pareo ítem-objetivo
3. Técnica del índice de congruencia
Además, se exponen las técnicas de análisis de los datos, según la técnica empleada. Otros temas que se incluyen en el informe son el de índices de discriminación, el de métodos empleados para el 33
establecimiento de puntajes de corte y, finalmente, el de los pasos que se deben cumplir (con sus respectivas consideraciones) para elaborar una prueba referida a criterios.
ABSTRACT: This report brings together the theoretical and practical material used to train the researchers of the IIMEC Educational Measurement and Evaluation Program, regarding the tests referred to criteria. It contains the summaries, diagrams and examples of the topics developed in the workshop, as well as the practical work of the participants. It begins with the concept of evaluation and its functions, to then refer to the different types of tests (criteria-domains-objectives) and focus on tests referred to criteria, the teaching model that these involve and the steps to be followed for the formulation of various tests. Other concepts that are developed in the report are those of validity and reliability, on which its fundamental principles are exposed, and then approach them from the perspective of various specialists (Popham, Hambleton, Huynh, Sukoviac, among others). Examples and pertinent information for the elaboration of items in accordance with the objectives to be evaluated are also provided. Regarding the objectives, not only are the necessary conditions for its writing established, but its importance in the educational action is raised, since it allows the teacher to plan the teaching and the student to know what they are expected to learn. ; in addition to providing criteria to value learning. Regarding the evaluation instruments, in the first instance, the basic reasons for the evaluation are exposed, as well as the importance of the instruments that actually measure what is desired and that presents a tolerable margin of error, for which some methods are explained. statistics. It also includes a classification (according to the objective to be evaluated) in verbal evaluation instruments and performance evaluation instruments. Furthermore, it specifies the characteristics of written tests and objective tests. Another topic that it includes is the elaboration of the selection items and the aspects of form that must be taken into account for it. The different techniques used to obtain judgments that calculate the item-target congruence index (content validation) are also presented, for which three scales have been proposed: 1. Rating scale technique 2. Item-target matching technique 3. Congruence index technique In addition, the data analysis techniques are exposed, according to the technique used.
ABSTRACT: This report brings together the theoretical and practical material used to train the researchers of the IIMEC Educational Measurement and Evaluation Program, regarding the tests referred to criteria. It contains the summaries, diagrams and examples of the topics developed in the workshop, as well as the practical work of the participants. It begins with the concept of evaluation and its functions, to then refer to the different types of tests (criteria-domains-objectives) and focus on tests referred to criteria, the teaching model that these involve and the steps to be followed for the formulation of various tests. Other concepts that are developed in the report are those of validity and reliability, on which its fundamental principles are exposed, and then approach them from the perspective of various specialists (Popham, Hambleton, Huynh, Sukoviac, among others). Examples and pertinent information for the elaboration of items in accordance with the objectives to be evaluated are also provided. Regarding the objectives, not only are the necessary conditions for its writing established, but its importance in the educational action is raised, since it allows the teacher to plan the teaching and the student to know what they are expected to learn. ; in addition to providing criteria to value learning. Regarding the evaluation instruments, in the first instance, the basic reasons for the evaluation are exposed, as well as the importance of the instruments that actually measure what is desired and that presents a tolerable margin of error, for which some methods are explained. statistics. It also includes a classification (according to the objective to be evaluated) in verbal evaluation instruments and performance evaluation instruments. Furthermore, it specifies the characteristics of written tests and objective tests. Another topic that it includes is the elaboration of the selection items and the aspects of form that must be taken into account for it. The different techniques used to obtain judgments that calculate the item-target congruence index (content validation) are also presented, for which three scales have been proposed: 1. Rating scale technique 2. Item-target matching technique 3. Congruence index technique In addition, the data analysis techniques are exposed, according to the technique used.
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PROGRAMAS DE CAPACITACIÓN, EVALUACIÓN DE PROGRAMAS, PRUEBAS, TRAINING PROGRAMS, PROGRAM EVALUATION, TESTING