III year students of Psychology at the UPF, I present some of what I hope to expose obviously do not expect to fully read these words, I hope to read the work and present it according to their own preconceptions.
Below is the book where the sack, the literature published in this format presented.
Well, until Saturday.
The assessment psychology is constant and systematic process through which we can assess the degree of student development and the changes that occur as a result of this educational process and interaction with the environment itself natural and social.
evaluate
evaluate is valid judgments about learning and skills the students are achieving in the process, to redefine objectives and strategies of evaluation. To the extent that students experience the learning process as a permanent act of construction and servicing of your project development staff remain attentive and self-critical changes in him. This is the meaning and significance of the self. It is assumed that evaluation is an iterative process of trial and as such is evaluative states of communication between all those involved in it. This is the case of co-evaluation, and interevaluación hetereoevaluacion (between groups). Any educational innovation in depth and any new model of education assumes reformulate the evaluation system.
must consider the assessment as a dynamic, open and contextualized that develops over a period of time, not a specific action or isolated. Second, it must meet several successive steps during the process so that it can provide the three essential and indispensable elements of lora rating:
- 1. Information: Application of basic procedures to obtain reliable data and information systematic, rigorous, relevant and appropriate to substantiate the safety and consistency of the results of the evaluation.
- 2. Making judgments of value: the data base should allow the analysis and assessment of the facts that are intended to evaluate, so you can make value judgments as tightly as possible.
- 3. Making decisions: according to ratings issued on the relevant information available, it may take appropriate decisions in each case.
For collection of information has certain assessment tools that provide us with direct observation of the student; others can obtain information necessary for the teacher or the educational team, to make judgments that may have a predictive or not, but which result from the analysis of data obtained. The process should result in a decision that may be of different nature according to the analysis and the needs identified in the student.
Assessment Psychology. Techniques and Instruments
evaluationunderstand psychology as a form of assessment that is developed within the teaching-learning process to deepen the understanding of personal issues school students and some concrete. It should be understood as a form of assessment based decision making to provide the most appropriate educational response in certain sensitive or contentious moments of their schooling. The Order of February 14, 1996, in its second article defines the pedagogic and assessment collection process, analysis and evaluation of relevant information on different elements involved in the teaching-learning process.
is actually systematic and materialisation of timely information from certain areas of education over a period of schooling. The purpose of the evaluation Counselling is to support educational decision making about a student at a particular time of their schooling.
1.1. Psychoeducational evaluation characteristics
The basic characteristics of the assessment psychology are:
- a) must be inetgradora: in so far as to consider all of the student learning to determine what educational needs presents
- ) should have a procedural nature, as their development is a systematic process in which, each in turn, individually or jointly, shall be effective classroom teachers, teacher-tutor and school counselor.
- c) Must be soherente, as its implementation must be adapted to the needs of each student, to fit their education possible.
- d) should be planned according to adaptive strategies jointly by the Education Team, profess-tutor and mentor.
- e) must be contextualized, so it is appropriate to the pupil's needs, taking into account their social, school and family.
- f) It must be comprehensive, so that comprehensive information on quantity and quality of all those areas need to be assessed.
- g) has to be rigorous, as it must reflect the reality of all the elements involved in it.
- h) has to be participatory, since it should involve as many teachers have direct influence on the student, in addition to parents, teachers, teacher-tutor and Guiding
- i) It must be proportional, ie, adjusted to the characteristics of each individual student and the educational needs presented.
- j) has to have a multidisciplinary approach, since in its development must take into account the degree of achievement of the objectives of all the materials that the student is enrolled.
- k) has to be weighted. Trying to determine where possible the achievement of the objectives of the subjects you are studying.
process usually begins usually at the request of the teacher as one who is in constant contact with the student who asks the specialist guidance. This information affects the school curriculum, content, objects, and the guidelines which marks the educational administration, with the aim of combining the general objectives of the stage with intervention strategies appropriate to each student and their educational needs .
As for the features you must have an assessment tool feedback for the teaching-learning process are: having validity, meaning that the results corresponding to the objectives to be met; systematic, responsive to a pre-planning on the criteria established to evaluate, to have continuity that permanently evlúe learning processes in a systematic way cumulative, bringing together a series of data to report on progress in achieving the objectives in order to give a final assessment, functional , to help identify the needs of student and educational realities surrounding it to make appropriate changes in the teaching-learning integral that takes into account the manifestations of personality (cognitive, affective and psychomotor) of the student.
Phases of the implementation of the psychoeducational evaluation
- 1. Problem detection
- 2. Proposal team member orientation
- 3. Summaries of prior information
- 4. conducting psychoeducational evaluation
- 5. Psychoeducational report creation
- 6. Create psychoeducational intervention plan
Catillo, Santiago. Educational assessment and school promotion. Pearson Publishing, 2003. pp. SEP-365
CONAFE Multigrade Teacher's Guide, " What characteristics make an evaluation tool," p. 46.
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