El uso de las nuevas tecnologías en las evaluaciones educativasLa lectura en un mundo digital

  1. Javier Suárez-Álvarez 1
  2. Rubén Fernández-Alonso 2
  3. Francisco J. García-Crespo 3
  4. José Muñiz 4
  1. 1 Universidad de Massachusetts Amherst, Estados Unidos
  2. 2 Universidad de Oviedo, España
  3. 3 Universidad Complutense de Madrid, España
  4. 4 Universidad Nebrija, España
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Revista:
Papeles del psicólogo

ISSN: 0214-7823,  1886-1415

Año de publicación: 2022

Volumen: 43

Número: 1

Páginas: 36-47

Tipo: Artículo

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Otras publicaciones en: Papeles del psicólogo

Resumen

Being a proficient reader in a digital world requires a strong reading foundation, but also the ability to think critically, which is a challenge for many students in Spain. Computerized adaptive tests and process data (information about students’ actions when responding to the test) are especially important when assessing skills such as reading. This work aims to analyze how the use of technology is changing the concept of reading and the ways to evaluate it. This has implications for Spanish students and any professional in charge of interpreting and designing educational evaluations. The researcher must ensure that the use of data and technology is adequate for the objectives of the evaluation and that it works in a reliable, valid, and fair way for the people involved, but also the user must know when, how, and for what purposes to use the data.

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Fuente de los datos: Dialnet