Desde los test hasta la investigación evaluativa actual. Un siglo, el XX, de intenso desarrollo de la evaluación en educación
DOI:
https://doi.org/10.7203/relieve.9.1.4348Keywords:
Evaluación, Investigación evaluativa, Métodos de Evaluación, Evaluación Formativa, Evaluación Sumativa, Test, Evaluación de Programas
Abstract
Este artículo presenta una revisión crítica del desarrollo histórico que ha tenido el ámbito de la evaluación educativa durante todo el siglo XX. Se analizan los principales propuestas teóricas planteadas.
References
Aaa
Ahman, S. J. y Cook, M. D. (1967). Evaluating Pupil Growth. Principles of Tests Measurement. Boston, Ma.: Allyn and Bacon
Alkin, M. (1969). Evaluation theory development. Evaluation Comment, 2, 1, 2-7.
Alkin, M. (1991). Evaluation theory development: II. En M. McLaughlin, y Phillips (Eds.), Evaluation and education at quarter century (pp.91-112). Chicago: NSSE/ University of Chicago .
Anderson, S. B. y Ball, S. (1983). The profession and practice of program evaluation. San Francisco, Ca: Jossey-Bass.
Arnal, J.; Del Rincon, D. y Latorre, A. (1992). Investigación educativa. Fundamentos y Metodología. Barcelona: Labor
Atkin, J. M. (1968). Behavioral Objectives in curriculum design: A cautionary note. The Science Teacher, 35, 27-30.
Baker, L. R. (1969). Curriculum evaluation. Review of Educational Research, 39, 339-358.
Barbier, J. M. (1993). La evaluación en los procesos de formación. Barcelona: Paidos.
Berk, A. R. (Ed.) (1981). Educational evaluation methodology: The state of the art. Baltimore: The Hopkins University Press.
Blanco, F. (1994). La evaluación en la educación secundaria. Salamanca: Amasú Ediciones.
Bloom, B. S., Engelhaut, M.D., Furst, E.J., Hill, W.H. y Krathwohl, D.R. (1956). Taxonomy of educational objectives Handbook I; Cognitive domain. New York: Davis, McKay.
Bloom, B. S., Hastings, J. Th. y Madaus, F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Bloom, B.S., Hastings, T. y Madaus G. (1975). Evaluación del aprendizaje. Buenos Aires: Troquel.
Bonboir, A. (1972). La Docimologie. Paris: PUF.
Cabrera, F. (1986). Proyecto docente sobre técnicas de medición y evaluación educativas. Barcelona: Universidad de Barcelona.
Carreño, H. F. (1977). Enfoques y principios teóricos de la evaluación. Mexico: Trillas.
Castillo, S. y Gento, S. (1995). Modelos de evaluación de programas educativos. En A.Medina y L. M. Willar (Coord.), Evaluación de programas educativos, centros y profesores (pp.25-69). Madrid: Editorial Universitas, S. A.
Chelimsky, E. (1998). The role of experience in formulating theories of evaluation practice. American Journal of Evaluation 19, 1, 35-55.
http://dx.doi.org/10.1177/109821409801900104
Coffman, W. E. (1971). Essay examinations. En R.L. Thorndike (Ed.) Educational Measurement. Washington, DC: American Council on Education.
Cronbach, L. J. (1963). Course improvement through evaluation. Teachers College Record, 64, 672-683.
Cronbach, L. J. (1982). Designing evaluations of educational and social programs. Chicago: Jossey-Bass.
Cronbach, L. J., Hambron, S.R., Dornbusch, S.M., Hess, R.D., Hornick, R.C., Phillips, D.C., Walker, D.F. y Weiner, S.S. (1980). Towards reform in program evaluation: Aims, methods and institutional arrangements. San Francisco: Jossey-Bass.
Cronbach, L. J. y Suppes, P. (1969). Research for tomorrow's schools: Disciplined inquiry for education. New York: MacMillan.
Darling-Hammond, L., Wise, AE, & Pease, SR (1989). Teacher evaluation in the organizational context: A review of the literature. En E. R. House (Ed.) New directions in educational evaluation (pp.203-253). London: The Falmer Press.
De la Orden, A. (1985). Investigación evaluativo. En Arturo De la Orden. (Ed.), Investigación educativa. Diccionario de Ciencias de la Educación (pp.133-137). Madrid: Anaya.
De Miguel, M. (1989). Modelos de investigación sobre organizaciones educativas. Revista de Investigación Educativa, 7, 13, 21-56.
Dubois, P. H. (1970). A History of Psychological Testing. Boston: Allyn Bacon.
Ebel, R. L. (1977). Fundamentos de la medición educacional. Buenos Aires: Guadalupe.
Eisner, E. W. (1967). Educational objectives: Help or hindrance?. The School Review, 75, 250-260.
http://dx.doi.org/10.1086/442809
Eisner, E. W. (1969, Instructional and expressive educational objectives: their formulation and use in curriculum. En J. Popham (Ed.), Instructional objectives (pp. 1-18). Chicago: AERA.
Eisner, E. (1971). Emerging models for educational evaluation. School Review, 2.
Eisner, E. W. (1975). The perceptive eye: Toward the reformation of educational evaluation. Stanford, Ca: Stanford Evaluation Consortion.
Eisner, E. W. (1981). The methodology of qualitative evaluation: the case of educational connoisseurship and educational criticism. Stanford, Ca: Stanford University .
Eisner, W. E. (1985). The art of educational evaluation. London: The Falmer Press.
Escudero, T. (1993). Enfoques modélicos en la evaluación de la enseñanza universitaria, Actas de las III Jornadas Nacionales de Didáctica Universitaria «Evaluación y Desarrollo Profesional» (pp. 5-59). Las Palmas: Servicio de Publicaciones, Universidad de Las Palmas.
Escudero, T. (1996). Proyecto docente e investigador. Zaragoza: Universidad de Zaragoza.
Fernández Ballesteros, R. (1981). Perspectivas históricas de la evaluación conductual. En R. Fernández, y J.A.I Carrobles. (Ed.), Evaluación conductual. Madrid: Ediciones Pirámide.
Fernández de Castro, J. (1973). La enseñanza programada. Madrid: CSIC.
Fernández, J. (1991). La evaluación de la calidad docente. En A. Medina (Coord.), Teoría y métodos de evaluación. Madrid: Cincel.
Fetterman, D. M. (1994). Empowerment evaluation. Evaluation Practice, 15, 1, 1-15.
http://dx.doi.org/10.1016/0886-1633(94)90055-8
Gagne, R. M. (1971). Las condiciones del aprendizaje. Madrid: Aguilar.
Gil, E. (1992). El sistema educativo de la Compañía de Jesús. La «Ratio Studiorum». Madrid: UPCO.
Glaser, B. G. (1978). Theoretical sensitivity. Mill Valley, Ca: Sociology Press.
Glaser, B. G. y Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: some questions. American Psychologists, 18, 519-521.
http://dx.doi.org/10.1037/h0049294
Glaser, R. (Dir.) (1965). Teaching machines and programmed learning. Washington: National Education Association.
Gronlund, N. E. (1985). Measurement and evaluation in teaching. New York: MacMillan, Guba, G. E. y Lincoln, Y. S. (1982). Effective evaluation. San Francisco: Jossey Bass Publishers.
Guba, E. G. y Lincoln, Y. S. (1989). Fourth Generation Evaluation. Newbury Park, Ca.: Sage Publications
Gullicksen, H. (1950). Theory of mental tests. New York: Wiley
http://dx.doi.org/10.1037/13240-000
Hambleton, R. K. (1985). Criterion-referenced measurement.En Encyclopedia of Educational Research. New York: McMillan.
Hammond, R. L. (1983). Evaluation at the local level. En B. R. Worthen y J. R. Sanders, Educational Evaluation: Theory and Practice. Worthington, Ohio: Charles A. Jones Publishing Company.
Hernández, F. (1993). Proyecto docente e investigador. Murcia.
Horowitz, R. (1995). A 75-year legacy on assessment: Reflections from an interview with Ralph W. Tyler. The Journal of Educational Research, 89, 2, 68-75.
http://dx.doi.org/10.1080/00220671.1995.9941197
House, E. R. (1983). How we think about evaluation. En House, E. R., Philosophy of evaluation. San Francisco, Ca.: Jossey-Bass
House, E. R. (1989). Evaluating with validity. Newbury Park, Ca.: Sage.
Keefe, J. (1994). School evaluation using the CASE-IMS model and improvement process. Studies in Educational Evaluation, 20,1, 55-67.
http://dx.doi.org/10.1016/S0191-491X(00)80005-X
Kellaghan, T. (1982). La evaluación educativa. Bogotá: Universidad Pontificia Javierana.
Kidder, L. H. (1981). Qualitative research and quasi-experimental frameworks. En M. B. Brewer y B. E. Collins, (Eds.), Scientific inquiry and the social sciences. San Francisco: Jossey-Bass.
Kogan, M. (Ed.) (1989). Evaluating higher education. London: Jessica Kingsley Publishers.
Krathwohl, R. D., Blomm, B.S. y Masia, B.B. (1964). Taxonomy of educational objectives. Handbook II: Affective domain. New Cork: Davis McKay.
Lewy, A. (Ed.) (1976). Manual de evaluación formativa del currículo. Bogotá : Voluntad/Unesco.
Lincoln, y. S. y Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Lincoln, y. S. y Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in natura¬listic evaluation. en D. D. Williams (Ed.), Naturalistic evaluation. San Francisco: Jossey-Bass.
Lincoln, y. S. y Guba, E. G. (1988). Criteria for assessing naturalistic inquiries as products. Paper presented at the American Educational Research Association, New Orleans, LA.
Lindquist, E. F. (1953). Design and Analysis of Experiments in Psychology and Education. Boston, Ma.: Houghton Mifflin Company.
Lindvall, C. M., (Ed.) (1964). Defining educational objectives. Pittsburg: University of Pittsburgh Press.
Macdonald, B. (1971). The evaluation of the Humanities Curriculum Project: a holistic approach. Theory into Practice, 10, 3, 163-169.
http://dx.doi.org/10.1080/00405847109542323
Macdonald, B. (1976). Evaluation and the control of education. En D. Tawney (Ed.), Curriculum evaluation today: trends and implications, 125-136. London: McMillan.
Madaus, G. F. y otros (1991). Evaluation Models. Viewpoints on Educational and Human Services Evaluation. Hingham, Mass.: Kluwer-Nijhoff Publishing.
Mager, R. F. (1962). Preparing instructional objective. Palo Alto, CA.: Fearon.
Mager, R. F. (1973). Análisis de metas. México: Trillas.
Mann, H., (1845). Boston Grammar and Writing Schools. Common School Journal, October, 7, 19.
Martínez de Toda, M. J. (1991). Metaevaluación de necesidades educativas: Hacia un sistema de normas. Tesis doctoral. Madrid: Universidad Complutense.
Mateo, J. (1986). Proyecto docente e investigador. Barcelona: Universidad de Barcelona.
Mateo, J. y otros (1993). La evaluación en el aula universitaria. Zaragoza: ICE-Universidad de Zaragoza.
Mccall, W. A. (1920). A new kind of school examination. Journal of Educational Research, January.
McReynold, P. (1975). Advances in Psychological Assessment, vol. III.San Francisco: Jossey-Bass.
Mertens, D. M. (1999). Inclusive evaluation: Implications of transformative theory for evaluation. American Journal of Evaluation, 20, 1, 1-14.
http://dx.doi.org/10.1177/109821409902000102
Metfessel, N. S. y Michael, W. B. (1967). A paradigm involving multiple criterion measures for the evaluation of effectiveness of school programs. Educational and Psychological Measurement, 27, 931-943.
Morgan, G. (1983). Beyond method. Beverly Hills, Ca: Sage.
Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research, 53, 1, 117-128.
http://dx.doi.org/10.3102/00346543053001117
Nevo, D. (1989). The conceptualization of educational evaluation: An analytical review of the literature. En E. R. House (Ed.), New directions in educational evaluation. London : The Falmer Press, 15-29.
Norris, N. (1993). Understanding educational evaluation. London : Kogan Page/CARE, School of Education, University of East Anglia .
Nowalowski, Jeri, Mary Anne Bunda, Russell Working (1985). A Handbook of Educational Variables. Boston: Kluwer-Nijhoff .
Nunnally, J. C. (1978). Psychometric Theory. New York: McGraw Hill.
Owens, T. R. (1973). Educational evaluation by adversery proceedings. En E.R. House (Comp.), School Evaluation: The Politics and Process. Berkeley: McCutchan.
Parlett, M. y Hamilton, d. (1977). Evaluation as illumination: A new approach to the study of innovative programmes. En Hamilton D. y otros (Eds.), Beyond the numbers game. London: MacMillan.
Patton, M. Q. (1980). Qualitative Evaluation methods. Beverly Hills, Ca.: Sage
Pérez, A. (1983). Modelos contemporáneos de evaluación. En J. Gimeno y A. Pérez, La enseñanza: su teoría y su práctica (pp. 426-449). Madrid: Akal
Phillips, R. C. (1974). Evaluation in education. Columbus, Ohio: Merril.
Pieron, H. (1968). Vocabulaire de la psychologie. Paris: PUF.
Pieron, H. (1969). Examens et Docimologie. PUF, Paris.
Planchard, E. (1960). La investigación pedagógica. Madrid: Ediciones Fas.
Popham, W. J. (1970). Establishing instructional goals. Englewood Cliffs, N. J.: Prentice Hall.
Popham, W. J. (1980). Problemas y técnicas de la evaluación educativa. Madrid: Anaya.
Popham, W. J. (1983). Evaluación basada en criterios. Madrid: Magisterio Español, S. A..
Popham, W. y Baker, E. L. (1970). Systematic Instruction. Englewood Cliffs, NJ.: Prentice Hall.
Provus, M. (1971). Discrepancy evaluation. For educational program improvement and assessment. Berkeley, Ca.: McCutchan Publishing Co.
Rivlin, A. M. (1971). Systematic thinking for social action. Washington, D.C.: Brookings Institute.
Rodríguez, T. y otros (1995). Evaluación de los aprendizajes. Aula Abierta Monografías 25. Oviedo: ICE-Universidad de Oviedo.
Rosenthal, J. E. (1976). Evaluation history. En S. B. Anderson, y otros (Eds.), Encyclopedia of Educational Evaluation. San Francisco: Jossey Bass Publishers.
Rossi, P. H. y Freeman, H. (1993). Evaluation: A Systematic Approach. Beverly Hills, Ca.: Sage.
Rossi, P. H. y otros (1979). Evaluation: A systematic approach. Beverly Hills, Ca.: Sage.
Russell, N. y Willinsky, J. (1997). Fourth generation educational evaluation: The impact of a post-modern paradigm on school based evaluation. Studies in Educational Evaluation, 23, 3, 187-199.
http://dx.doi.org/10.1016/S0191-491X(97)00012-6
Rutman, L. (Ed.) (1984). Evaluation research methods: A base guide. Beverly Hills, Ca.: Sage.
Rutman, L. y Mowbray, G. (1983). Understanding program evaluation. Beverly Hills, Ca.: Sage.
Salvador, L. (1992). Proyecto docente., Universidad de Cantabria.
Scriven, M. (1967). The methodology of evaluation. En Perspectives of Curriculum Evaluation, (pp. 39-83). AERA Monograph 1. Chicago : Rand McNally and Company.
Scriven, M. (1973). Goal-free evaluation. En E. R. House (Ed.), School evaluation: The politics and process,(pp. 319-328). Berkeley, CA.: McCutchan.
Scriven, M. (1974). Prose and cons about goal-free evaluation. Evaluation Comment, 3, 1-4.
Scriven, M. (1980). The logic of evaluation. Inverness, Ca.: Edgepress
Scriven, M. (1991, Evaluation Thesaurus. Newbury Park, Ca.: Sage Scriven, M. (1991a). Duties of the teacher. Kalamazoo, Mi.: Center for Research on Educational Accountability and Teacher Evaluation.
Scriven, M. (1994). Evaluation as a discipline. Studies in Educational Evaluation, 20, 1, 147-166.
http://dx.doi.org/10.1016/S0191-491X(00)80010-3
Scriven, M. (1998). Minimalist theory: The least theory that practice require. American Journal of Evaluation 19, 1, 57-70.
http://dx.doi.org/10.1177/109821409801900105
Smith, E. R. y Tyler, R. W. (1942). Appraising and recording student progress. New York: Harper & Row,
Smith, N. L. y Haver, d. M. (1990). The applicability of selected evaluation models to evolving investigative designs. Studies in Educational Evaluation, 16, 3, 489-500. http://dx.doi.org/10.1016/S0191-491X(05)80101-4
Stacher, B. M. y Davis, W. A. (1990). How to Focus on Evaluation. Newbury Park, Ca.: Sage.
Stake, R. E. (1967). The countenance of educational evaluation. Teacher College Record, 68, 523-540.
Stake, R. E. (1975a). Program evaluation: particularly responsive evaluation. Occasional Paper, 5. University of Western Michigan.
Stake, R. E. (1975b). Evaluating the arts in education: A responsive approach. Ohio: Merril .
Stake, R. E. (1976). A theoretical stament of responsive evaluation. Studies in Educational Evaluation, 2 , 19-22.
http://dx.doi.org/10.1016/0191-491X(76)90004-3
Stake, R. E. (1981). Setting standars for educational evaluators. Evaluation News, 22, 148-152.
Stake, R. E. (1986). Quieting reform. Urbana: University of Illinois Press.
Stenhouse, L. (1984). Investigación y desarrollo del curriculum. Madrid: Morata.
Stronge, J. H. y Helm, V. M. (1991). Evaluating professional support personnel in educational settings. Newbury Park, Ca: Sage.
Stufflebeam, D. L. (1966). A depth study of the evaluation requeriment. Theory into Practice, 5, 3, 121-134.
http://dx.doi.org/10.1080/00405846609542011
Stufflebeam, D. L. (1994). Introduction: Recommendations for improving evaluations in U. S. public schools. Studies in Educational Evaluation, 20, 1, 3-21.
http://dx.doi.org/10.1016/S0191-491X(00)80002-4
Stufflebeam, D. L. (1998). Conflicts between standards-based and postmodernist evaluations: Toward rapprochement. Journal of Personnel Evaluation in Education, 12, 3, 287-296.
http://dx.doi.org/10.1023/A:1008027513244
Stufflebeam, D. L. (1999). Using profesional standards to legally and ethically release evaluation findings. Studies in Educational Evaluation, 25, 4, 325-334.
http://dx.doi.org/10.1016/S0191-491X(99)00033-4
Stufflebeam, D. L. (2000). Guidelines for developing evaluation checklists. Consultado en http://www.wmich.edu/evalctr/checklists/www.wmich.edu/evalctr/checklists/ el 15 de Diciembre de 2002.
Stufflebeam, D. L. (2001). The metaevaluation imperative. American Journal of Evaluation, 22, 2, 183-209.
http://dx.doi.org/10.1177/109821400102200204
Stufflebeam, D. L., Foley, WJ, Gephart, WJ, Guba, EG, Hammond, RL, Merriman, HO & Provus, MM (1971). Educational Evaluation and Decision-making, Itasca, Illinois : F. E. Peacock Publishing.
Stufflebeam, D. L. y Shinkfield, A. J. (1987). Evaluación sistemática. Guía teórica y práctica. Barcelona: Paidos/MEC.
Suchman, E. A. (1967). Evaluative Research: Principles and Practice in Public Service and Social Action Programs. New York : Russell Sage Foundation.
Sunberg, N. D. (1977). Assessment of person. Englewood Cliffs, N.J.: Prentice Hall.
Taba, H. (1962). Curriculum development. Theory and practice. New York: Harcourt Brace .
Thorndike, E. L,. (1904). An Introduction to the Theory of Mental and Social Measurements. New York: Teacher College Press, Columbia University .
http://dx.doi.org/10.1037/13283-000
Tyler, R. W. (1950). Basic principles of curriculum and instruction. Chicago: University of Chicago Press .
Tyler, R. W. (1967). Changing concepts of educational evaluation. En R. E. Stack (Comp.), Perspectives of curriculum evaluation. AERA Monograph Series Curriculum Evaluation, 1. Chicago: Rand McNally,
Tyler, R. W., (Ed.) (1969). Educational evaluation: New roles, new means. Chicago: University of Chicago Press .
Walberg, H. J. y Haertel, G. D. (Ed.) (1990). The International Encyclopedia of Educational Evaluation. Oxford: Pergamon Press.
Webster, W. J. y Edwards, M. E. (1993). An accountability system for school improvement, Paper presented at the annual meeting (April) of the AERA. Atlanta, GA.
Webster, W. J., Mendro, R.L. y Almaguer, T.O. (1994). Effectiveness indices: A «value added» approach to measuring school effect. Studies in Educational Evaluation, 20, 1, 113-137.
http://dx.doi.org/10.1016/S0191-491X(00)80009-7
Weiss, C. H. (1983). Investigación evaluativa. Métodos para determinar la eficiencia de los programas de acción. México: Trillas,
Weiss, C. H. (1998). Have we learned anything new about the use of evaluation?. American Journal of Evaluation, 19, 1, 21-33.
http://dx.doi.org/10.1177/109821409801900103
Wilson, A. R. J. (1978). La evaluación de los objetivos. En J. A. R. Wilson (Ed.), Fundamentos psicológicos del aprendizaje y la enseñanza (pp. 549-578). Madrid: Anaya.
Wolf, R. L. (1974). The citizen as jurist: A new model of educational evaluation. Citizen Action in Education, 4.
Wolf, R. L. (1975). Trial by jury: a new evaluation method. Phi Delta Kappa, 57, 185-187.
Worthen, B. R. y Sanders, J. R. (1973). Educational Evaluation: Theory and Practice. Worthington, Ohio: Charles a. Jones Publishing Company.
Worthen, B. R. y Sanders, J. R. (1991). The changing face of educational evaluation, Theory into Practice, XXX, 1, 3-12.
Zeller, N. C. (1987). A rethoric for naturalistic inquiry. Ph. D. dissertation, Indiana University.
Downloads
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.
Language
Information