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Vol. 20. Núm. 2. 2014. Páginas 65-77

Assessment as a positive influence on 21st century teaching and learning: A systemsapproach to progress

[La evaluaci√≥n como una influencia positiva en el proceso de ense√Īanzaaprendizajedel siglo XXI: aplicaci√≥n de un enfoque sist√©mico al progreso]

Pellegrino, James W.

Abstract

This paper argues that assessment can serve as a positive influence on attaining 21st century learninggoals. Section I focuses on 21st century education challenges and the types of assessments needed tosupport attainment of learning objectives relevant to a global society. Sections II and III discuss thepurposes and contexts of educational assessment and three important conceptual frameworks: (a)assessment as a process of reasoning from evidence, (b) assessment driven by models of learning expressedas learning progressions, and (c) the use of an evidence-centered design process to develop and interpretassessments. Section IV considers the implications for design of classroom and large-scale assessment.Sections V and VI consider the elements of a balanced system of assessments and key indicators of qualitywe must keep at the forefront as we work towards implementing coherent assessment systems as part ofthe process of educational transformation in the 21st century. 

Resumen

Este artículo plantea que la evaluación puede constituir una influencia positiva para lograr los objetivos deaprendizaje del siglo XXI. La sección I se centra en los retos educativos del siglo XXI y el tipo de evaluaciónque se necesita para lograr los objetivos de aprendizaje relevantes para el conjunto de la sociedad. En lassecciones II y III se analizan los objetivos y contextos de la evaluación educativa y tres importantes marcosconceptuales: (a) la evaluación como un proceso de razonamiento a partir de la evidencia, (b) la evaluaciónrealizada desde modelos de aprendizaje formulados como progresiones de aprendizaje y (c) la utilizaciónde un diseño centrado en la evidencia para diseñar la evaluación e interpretar sus resultados. La sección IVexamina sus implicaciones de cara al diseño de la evaluación en el aula y de la evaluación educativa a granescala. En las secciones V y VI se consideran los componentes de un sistema equilibrado de evaluación y losindicadores clave de calidad que hay que tener muy presentes si se desea poner en marcha un sistema coherentede evaluación como parte del proceso de transformación educativa en el siglo XXI. 

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