Publication: Tendencias en la evaluación psicopedagógica: un acercamiento a través del
ámbito de las dificultades de aprendizaje
Authors
Alfaro Rocher, Ignacio J.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Un primer acercamiento a las nuevas tendencias en la evaluación diagnóstica relacionada
con los problemas de aprendizaje se realiza en base a la agrupación de los diferentes enfoques
teóricos en tres puntos de vista: la indagación en lo interno, en lo externo, y en la interacción
externo-interno. Se valora en otro apartado el papel que juega en los procesos de evaluación
psicopedagógica la institución educativa y sus reformas, así como el énfasis de la evaluación en
los procesos de intervención y en su eficacia. Así, la búsqueda de nuevas alternativas en
evaluación gira en torno al desarrollo de estrategias centradas en el análisis del rendimiento
académico, las nuevas tecnologías, la metodología porifolio y la evaluación auténtica. De otro
lado, se presenta un repaso de otros sondeos realizados sobre el rol y los métodos utilizados por
los psicopedagogos escolares. Se concluye que fundamentalmente las nuevas tendencias en la
evaluación diagnóstica se centran en los procesos de intervención y en la preocupación por
metodologías de análisis contextualizadas en el aula y en los procesos de aprendizaje.
A first inquiere into the new trends in diagnostic assessment related with learning disabilities is undertaken by grouping different theoretical approaches into the following three points of view: research about the internal, external, and external-internal interaction that cause the problems. In other section the role played by the educational institution and their educational reforms in the processes of assessment is valued, as wel/ as the emphasis of assessment on the intervention processes and their efficiency. Thus, the search for new alternatives in assessment turns to the deve/opment of strategies concentrated on the analysis of the academic achievement, new technologies, portfolio and performance assessment. Furthermore, a review on other pol/s carried out about the role and methods used by professionals in education is presented. Final/y, it is conc/uded that new trends in diagnostic assessment are centred on the intervention processes and on the concern that the analysis of methodologies be contextualized according to the classroom scenario and the learning processes.
A first inquiere into the new trends in diagnostic assessment related with learning disabilities is undertaken by grouping different theoretical approaches into the following three points of view: research about the internal, external, and external-internal interaction that cause the problems. In other section the role played by the educational institution and their educational reforms in the processes of assessment is valued, as wel/ as the emphasis of assessment on the intervention processes and their efficiency. Thus, the search for new alternatives in assessment turns to the deve/opment of strategies concentrated on the analysis of the academic achievement, new technologies, portfolio and performance assessment. Furthermore, a review on other pol/s carried out about the role and methods used by professionals in education is presented. Final/y, it is conc/uded that new trends in diagnostic assessment are centred on the intervention processes and on the concern that the analysis of methodologies be contextualized according to the classroom scenario and the learning processes.
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