Claves para el diseño de un nuevo marco conceptual para la medición y evaluación educativas
Abstract
In this article the evolution produced in the conceptual framework measurement and evaluation of the education has been analysed in depth. It starts with a reflection around the most important limitations of the present model, based on the classic psychometrics and behaviourist theory. Furthermore, it is stated that the most significant changes occurred in the associated contexts to the educational measurement and evaluation. Finally, the basis for a new paradigm are presented.Downloads
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