La competencia científica y su evaluación. Análisis de las pruebas estandarizadas de PISA

Abstract

In this paper, we present the results of research conducted under the Project I + D (SEJ2007-66 967): Educational Evaluation of Second Order Learning, Learning how to Learn, International Project Analysis and Testing of Alternative Strategies funded by the Ministry of Education and Science and led by Prof. Dr. D. Angel I. Perez Gomez (PAI Group HUM-311: Educational Innovation and Evaluation in Andalusia), University of Malaga (Andalusia, Spain). We will focus on international assessment PISA (Programme for International Student Assessment) in the specific area of science, understood as 'scientific expertise'. The PISA program, led by the OECD (Organization for Economic Cooperation and Development), is based on analyzing the performance of students from standardized tests that are conducted every three years and are aimed at international assessment of competencies achieved by students of fifteen years. In a first level of discussion, we conducted an analysis of the PISA tests released for the area of science in the years 2000-2006, on the six matrix scientific capabilities (play, implementation, reflection, transfer, heuristic and argumentation), concluding These tests require scientific capabilities primarily low complexity (implementation and reflection), with little presence in the mere repetition in them. In a second level of discussion, we have conducted an assessment of the distance between the global concept of competition proposed in the report for the OECD DeSeCo and what really seems to assess the PISA program in light of the results of our analysis. According to our research, PISA looks atomizing the notion of competence, thereby moving away from the original holistic approach, to assess capabilities only, to be assessed individually, not actually seem to show the level of acquiring skills in school by students.