Psicologia Educativa最新文献

This paper presents a principled approach to assessment design in which major design decisions are structured to support teaching and learning. This approach, developed as part of a long-term research initiative at ETS, Cognitively Based Assessments of, for and as Learning (CBAL), draws upon the learning and cognitive science literatures to create richly-structured assessments that simultaneously measure critical component skills and model effective strategies for applying those skills to complex performance tasks. To illustrate our approach, we focus on an important literacy practice: argumentation. Our model seeks to measure qualitative shifts in the development of critical argumentation skills by postulating argumentation learning progressions informed by the developmental literature. These learning progressions play a critical role in guiding assessment design decisions (selecting targeted skills, developing items to measure those skills, and determining task sequences) and may have the potential to support teachers’ instructional decisions that effectively scaffold the development of students’ argumentation skills.

This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.

We investigate methods for studying learning progressions in English language arts using data from scenario-based assessments. Particularly, our interest lies in the empirical recovery of learning progressions in argumentation for middle school students. We collected data on three parallel assessment forms that consist of scenario-based task sets with multiple item formats, where students randomly took two of the three assessments. We fitted several item response theory models, and used model-based measures to classify students into levels of the argumentation learning progression. Although there were some differences in difficulty between parallel tasks, good agreement was found among the classifications of the parallel forms. Overall, we managed to recover empirically the order of the levels in the argumentation learning progression as they were assigned to tasks of the assessments by the theoretical framework.

The purpose of this article is to describe what Evidence-Centered Design (ECD) is and to explain why and how ECD is used in the design and development of tests. The article will be most useful for readers who have some knowledge of traditional test development practices, but who are unfamiliar with ECD. The article begins with descriptions of the major characteristics of ECD, adds a brief note on the origins of ECD, and discusses the relationship of ECD to traditional test development. Next, the article lists the important advantages of using ECD with an emphasis on the validity of the inferences made about test takers on the basis of their scores. The article explains the nature and purpose of the “layers” or stages of the ECD test design and development process: 1) domain analysis; 2) domain modeling; 3) conceptual assessment framework; 4) assessment implementation; and 5) assessment delivery. Some observations about my experience with the early application of ECD for those who plan to begin using ECD, a brief conclusion, and some recommendations for further reading end the article.

The erosion of empathy among nursing students is a phenomenon studied in different countries. The aim of this study is to analyze changes in the degree of empathy of undergraduate nursing students throughout the four years of university graduation, and possible factors involved. It was applied Empathy Interpersonal Reactivity Index. The Spearman Rho test was used to measure the correlation between the variables, the U Mann-Whitney and Kruskal Wallis for independent samples to evaluate differences in gender, age and empathy according to the level of previous normality explored with the Kolmogorov Smirnov test. First year students present significant differences with the other courses at empathy level. Longitudinal studies should be encouraged to measure and analyze the effect of communication skills training on the empathy of nursing students.

People with intellectual disabilities seem to take second place in making decisions regarding their own quality of life. The main aim of this research is to evaluate a program designed to promote selfdetermination and quality of life of these people. We used a quasi-experimental pretest-posttest with control group without treatment. The sample was selected intentionally and it was composed of 20 people, adults with intellectual disabilities, users of ATUREM Day Unit and regularly attending the center. The procedure was implemented for two months. The results support the main aim. The program is committed to self-determination as directly related to the improvement of quality of life and community integration of adults with intellectual disabilities.

The study of the subtypes of ADHD is made today from different perspectives. The aim of this study was to describe and compare these subtypes from the point of view of the executive functioning through the administration of the BRIEF scale in its parents form. The sample consisted of 109 participants (mean age = 10.6 years) assigned to four groups: three corresponded to the three subtypes of ADHD and a control group. In this study the Behavior Regulation Index, and especially inhibition, established differences between combined and predominantly hyperactive/impulsive subtypes and controls and, in turn, the group predominantly inattentive, while the Metacognition Index differentiated between predominantly inattentive and combined subtypes and controls. These results support the utility of the BRIEF scale in the study of ADHD and its subtypes.

Among the factors involved in school attainment, the construct “working memory” (WM) has gained particular significance, given that it is considered a basic capacity probably related to essential components of fluid intelligence. This paper presents the adaptation and validation of a WM span test (the PAR-a), based on a correlational study in a sample of high school students. In order to examine the empirical and theoretical consistency of the new measure, we assessed its predictive power on school qualifications, as well as its relations with another WM span test and an intelligence g Factor measure. The results support the construct and criterion validity of PAR-a, confirming its predictive and discriminative power regarding general cognitive ability as well as specific performance in academic subjects. This confirms, therefore, the usefulness of the test in educational contexts as a suitable tool to predict school achievement.

Este trabajo describe las posibilidades educativas que poseen un grupo de adolescentes infractores de la ley insertos en el Programa Salidas Alternativas a partir de su propensión a aprender. Así, nos interesó identificar los patrones que integrarían la propensión a aprender de estos jóvenes y explorar los contextos en que propenden a aprender para revelar alternativas de modificabilidad cognitiva que apoyen sus procesos de reinserción social y educativa. El estudio utilizó el análisis de contenido, siguiendo la lógica de la Teoría Fundamentada y las Historias de Vida. En síntesis, pudimos observar que la propensión a aprender que exhiben estos adolescentes no estaría siendo debidamente reconocida y/o potenciada dentro de contextos formales de aprendizaje, recalcando la necesidad de repensar la escuela por medio de la generación de experiencias de aprendizaje mediado y la creación de ambientes activos –modificantes, donde se promueva la curiosidad, la exploración, la mediación de significados y la reciprocidad.

The article describes the educational possibilities of a group of juvenile offenders referred to Alternative Outputs program, from its propensity to learn. Thus, we were interested in identifying patterns that integrate the propensity to learn of these young people, exploring the contexts where they tend to learn in order to reveal choices of cognitive modifiability that support social and educational reintegration. The study used content analysis, following the logic of the Grounded Theory and the Life Histories. In summary, we found that the propensity to learn shown by these adolescents would not be duly recognized and/or enhanced within formal learning contexts, emphasizing the need to rethink school through the generation of mediated learning experiences and creating active environments – modifiers, where curiosity, exploration, mediation of meaning and reciprocity are promoted.