Guidelines for the design of instruments of competence assessment from measurable learning standards

Abstract

The evaluation is not enough to improve education necessary but. There are no magic to educational problems through assessment solutions. However, the evaluation, in partnership with the methodology, should be treated as determinants of the quality and improving education. Surely, many teachers agree that it is not easy to design assessment tools that are consistent with the teaching-learning competence and, in turn, with rigorous curriculum standards and assessment of the Autonomous Community. However, this difficulty should not be considered as an impossibility. Through this article aims to contribute to building an improvement plan associated with the design of the evaluation instruments from different areas or subjects.

Such a design should be based on at least the following: I want to evaluate (referring to assessment criteria and standards of assessable learning included in the instrument) and I will evaluate (referencing jurisdictional situations linked to next and known student) context, HOW I WILL QUALIFY (preserving the right of students to an objective evaluation) and what consequences they will have the results for the different agents that make up the educational community.