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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 evaluación como una influencia positiva en el proceso de enseñanza aprendizaje del siglo XXI: aplicación de un enfoque sistémico al progreso]

Pellegrino, James W.



https://doi.org/dx.doi.org/10.1016/j.pse.2014.11.002

Abstract

This paper argues that assessment can serve as a positive influence on attaining 21st century learning goals. Section I focuses on 21st century education challenges and the types of assessments needed to support attainment of learning objectives relevant to a global society. Sections II and III discuss the purposes 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 expressed as learning progressions, and (c) the use of an evidence-centered design process to develop and interpret assessments. 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 quality we must keep at the forefront as we work towards implementing coherent assessment systems as part of the process of educational transformation in the 21st century. 

 

Resumen

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

 

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