21 de maio de 2014

PISA test: críticas

Un grupo de académicos conocidos de EEUU y Gran Bretaña enviaron la siguiente carta a The Guardian que critica la prueba PISA y mantienen que su critica es compartida por la mayoría de expertos en política educativa.  http://udp.us7.list-manage.com/track/click?u=484ed967054cff5abfce167ca&id=b2ed030cb5&e=c63b442762

Otro grupo de academicos influyentes de EEUU y Europa proponen responder a la carta con la siguiente carta.  Abajo de la carta estan los links para poder firmar su carta.

Dear Letters Editor of the Guardian

A recent letter published on May 6, 2014, in the Guardian asserted that PISA tests for students were worsening instruction around the world. That letter, signed by a number of U.K. and U.S. academics, further suggested it was a widely held position of professionals knowledgeable about school policy. Both parts are themselves incorrect distortions.

PISA student assessments, like other similar kinds of tests around the world, have the same function of a thermometer in medical diagnostic.

In a hospital we do not have different nurses measuring the temperature of patients by touching their skin with a hand in order to assess if patients run a fever and might have an infection. Hospitals use a thermometer, which allows doctors to get useful, albeit partial and imperfect, information based on a standardized measure that is comparable over time and across patients. Nurses’ subjective assessments alone would not ensure the same degree of reliability and comparability.

The use of a thermometer does not exclude the use of other and typically more costly diagnostic tools to reach the final diagnosis. Few serious hospital decisions are based solely on thermometer readings.

The letter you have published on May 6 was clearly aimed at excluding comparable evidence of student performance – whether at the country level or at the school level – from educational decision-making. That is removing not only the thermometer but also other common performance measures from having an influence on what happens in schools.

We are a broad group of academics who carry out research on school performance, and we do not believe that lobbying to eliminate all measures of student achievement is constructive, nor does it offer any help for better policy-making and better school outcomes.
With our best regards
Andrea Ichino, Professor of Economics, European University Institute
Eric A. Hanushek, Senior Fellow, Hoover Institution/Stanford University
Stephen Machin, Professor of Economics, University College London
Jan van Ours, Professor of Labour Economics, Tilburg University and President of EALE

Los que les interesa firmar esta carta, pueden ir a uno de los siguientes dos links:





 Gregory Elacqua

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