Una breve historia de las evaluaciones de altas consecuencias y sus posibles futuros
DOI:
https://doi.org/10.18222/eae.v35.11050Palabras clave:
Evaluación a Gran Escala, Evaluaciones de Altas Consecuencias, Evaluación Alternativa, Estudio BibliográficoResumen
El énfasis histórico de la educación en las evaluaciones que promueven el aprendizaje ha evolucionado hacia un modelo competitivo y orientado por el desempeño debido a las reformas educativas y las influencias neoliberales. Esta tendencia se materializó de varias maneras, siendo una las evaluaciones de altas consecuencias (high-stakes testing). A través de una Revisión Sistemática de la Literatura (RSL), el presente estudio desarrolla un análisis global de este mecanismo, buscando comprender su alcance e impacto en el sistema educativo. Los resultados revelan resultados tanto adversos como beneficiosos asociados a las evaluaciones de altas consecuencias. Aunque la literatura destaca consecuencias no deseadas, también enfatiza la importancia de su función como mecanismo de responsabilización en la sociedad contemporánea, indicando aspectos positivos. Además, los hallazgos sugieren que las alternativas viables para evaluaciones a gran escala van más allá de los escenarios de altas consecuencias.
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