Salir de PISA
Abstract
Si bien la evaluación debe ser un elemento importante en toda política pública, la educación es en uno de los pocos campos en los que se ha convertido en un elemento imprescindible para su funcionamiento. No cabe duda que los dispositivos de evaluación de los sistemas escolares pueden constituir un valioso aporte para comprender su funcionamiento y ampliar el derecho a la educación, promoviendo una mejor calidad del trabajo pedagógico. Sin embargo, se ha posicionado a nivel mundial la tendencia que simplifica la evaluación educativa a la medición del rendimiento docentes-estudiantil y la producción de "rankings" y jerarquizaciones de los sistemas educativos. A este proceso el autor denomina "la trivalización de la evaluación", la cual constituye el centro de la crítica y la propuesta que plantea para Latinoamérica: salir de PISA.
While the evaluadon should be an important element in any public policy, education is one of the few fields in which it has become an essential element for its functioning. Undoubtedly devices evaluation of school systems can provide a valuable contribution to understanding its operation and extend the right to education, promoting a better quality of pedagogical work. However, it has positioned global trend that simplifies educational evaluation to measuring student achievement and teacher-producing "rankings" and hierarchies of education systems. In this process the author calis "the trivalización of evaluation", which is the center of criticism and the proposal posed for Latín America: get out of PISA.
While the evaluadon should be an important element in any public policy, education is one of the few fields in which it has become an essential element for its functioning. Undoubtedly devices evaluation of school systems can provide a valuable contribution to understanding its operation and extend the right to education, promoting a better quality of pedagogical work. However, it has positioned global trend that simplifies educational evaluation to measuring student achievement and teacher-producing "rankings" and hierarchies of education systems. In this process the author calis "the trivalización of evaluation", which is the center of criticism and the proposal posed for Latín America: get out of PISA.
Description
Vol. 7, No. 2