El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.

This paper shows the historical development of the Psychological Testing in Colombia, the State Exam, some of the problems that this discipline has worked in this country, the main problems and weaknesses of the Test Classic Theory and the alternative answers that offers the Item Response Theory (TR...

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Autores:
Pardo-Adames, Carlos Antonio
Tipo de recurso:
Article of investigation
Fecha de publicación:
2001
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/28275
Acceso en línea:
https://hdl.handle.net/10983/28275
https://actacolombianapsicologia.ucatolica.edu.co/article/view/587
Palabra clave:
Measurement
Assessment
Item reponse theory
Rasch model
Psychological testing
State exam
Test classic theory
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openAccess
License
Carlos A. Pardo Adames - 2001
id UCATOLICA2_5e78a5718f7cda59c001af055341aa30
oai_identifier_str oai:repository.ucatolica.edu.co:10983/28275
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
dc.title.translated.eng.fl_str_mv El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
title El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
spellingShingle El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
Measurement
Assessment
Item reponse theory
Rasch model
Psychological testing
State exam
Test classic theory
title_short El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
title_full El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
title_fullStr El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
title_full_unstemmed El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
title_sort El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.
dc.creator.fl_str_mv Pardo-Adames, Carlos Antonio
dc.contributor.author.spa.fl_str_mv Pardo-Adames, Carlos Antonio
dc.subject.spa.fl_str_mv Measurement
Assessment
Item reponse theory
Rasch model
Psychological testing
State exam
Test classic theory
topic Measurement
Assessment
Item reponse theory
Rasch model
Psychological testing
State exam
Test classic theory
description This paper shows the historical development of the Psychological Testing in Colombia, the State Exam, some of the problems that this discipline has worked in this country, the main problems and weaknesses of the Test Classic Theory and the alternative answers that offers the Item Response Theory (TRI). It presents the models of the TRI, the 3-Param- eters and the Rasch, and two computer programs (BILOG-MG and WINSTEPS) that pro­cesses information based on these models. Finally, it points out the advantages of the Rasch related to its power as a mathematical model as well as its practical applicability in the educational measurement.  
publishDate 2001
dc.date.accessioned.none.fl_str_mv 2001-01-01 00:00:00
2023-01-23T15:40:27Z
dc.date.available.none.fl_str_mv 2001-01-01 00:00:00
2023-01-23T15:40:27Z
dc.date.issued.none.fl_str_mv 2001-01-01
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.content.spa.fl_str_mv Text
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dc.type.local.eng.fl_str_mv Journal article
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dc.identifier.issn.none.fl_str_mv 0123-9155
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/28275
dc.identifier.url.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/view/587
identifier_str_mv 1909-9711
0123-9155
url https://hdl.handle.net/10983/28275
https://actacolombianapsicologia.ucatolica.edu.co/article/view/587
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language spa
dc.relation.bitstream.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/download/587/604
dc.relation.citationedition.spa.fl_str_mv Núm. 5 , Año 2001
dc.relation.citationendpage.none.fl_str_mv 21
dc.relation.citationissue.spa.fl_str_mv 5
dc.relation.citationstartpage.none.fl_str_mv 9
dc.relation.ispartofjournal.spa.fl_str_mv Acta Colombiana de Psicología
dc.relation.references.spa.fl_str_mv Andersen, E. 1980. Discrete Statistical Models With Social Science Applications. North- Holland publishing company,
Amsterdam. Choppin, B. 1985. «Bruce Choppin on measurement an education». Evaluation in Education: An International Review series, 9,# l.
Embretson, S. Y Hershberger, s. 1999. The New Rules of Measurement: what every psycho- logistand educator should know. Lawrence Earlbaum Associates. New Jersey.
Fischer, G. y Molenaar, I. 1995. Rasch Models: foundations, recent developments and applications. Springer-Verlag. New York.
Haladyna, T. y Roid, G. 1983. Acomparison of two approaches to criterion referenced test construction. Journal of Educational Measurement, 20, pp. 271-282.
Hambleton, R., Cook, L. Latent trait models and their use in the analysis of educational test data. Journal of Educational Measurement, 14, pp. 75-96 1977.
Hambleton, R., Gruijter, D. 1983. Application of item response models to criterion-refer-enced test item selection. Journal of Educational Measurement, 20, pp. 355-367.
Hambleton, R. y Swaminathan, H. 1996. Item Response Theory: principies and applications. Kluwer-Nijhoff Publishing. Boston.
Holmes, S. 1982. Unidimensionality and vertical equating with the Rasch model. Journal of Educational Measurement, 19, pp. 139- 147.
Linacre, J. Y Wright, B. 2000. A User's Guide to WINSTEPS. MESA press. Chicago.
Lord, F. Y Novick, M. 1968. Statistical Theories of Mental Test Scores. Addison-Wesley.
Marco, G. Item characteristic curve Solutions to three intractable testing problems, Journal of Educational Measurement, 14, pp. 139-160.
Mehrens, W. Y Lehmann, I. 1982. Medición y Evaluación en la Educación y en la Psicología. CECSA. México.
Novick, M. Y Jackson, P. 1974. Statistical Methods for Educational and Psychological Research. McGraw Hill.
Pardo. C. 1999. Transformaciones en las Pruebas para Obtener Resultados Diferentes. Serie: Nuevo Examen de estado Cambios para el Siglo XXL ICFES. Bogotá.
Thorndike, R. 1989. Psicometría aplicada. Limusa, México.
Van Der Linden, W. 1982. Criterion-referenced measurement: its main applications, problems and fading’s. Evaluation in education, t, pp. 97-118.
Wright, B. 1992. IRTin the 1990s: Which Models Work Best?. En: Rasch Measurement Transactions. Vol. 6 N° 1 pp 196 - 200.
Wright, B. Solving measurement problems with the Rasch Model. Journal of Educational Measurement, 14, pp. 9.
Zimowski, M., Muraki, E., Mislevy, R. Y Bock D. 1996. BILOG-MG Multiple-Group IRT analysis and test maintenance for binary Items. Scientific Software International. Chicago.
dc.rights.spa.fl_str_mv Carlos A. Pardo Adames - 2001
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dc.publisher.spa.fl_str_mv Universidad Católica de Colombia
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institution Universidad Católica de Colombia
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spelling Pardo-Adames, Carlos Antonio8e7bdfbb-0b09-45c5-9e94-e9dc66fda1262001-01-01 00:00:002023-01-23T15:40:27Z2001-01-01 00:00:002023-01-23T15:40:27Z2001-01-01This paper shows the historical development of the Psychological Testing in Colombia, the State Exam, some of the problems that this discipline has worked in this country, the main problems and weaknesses of the Test Classic Theory and the alternative answers that offers the Item Response Theory (TRI). It presents the models of the TRI, the 3-Param- eters and the Rasch, and two computer programs (BILOG-MG and WINSTEPS) that pro­cesses information based on these models. Finally, it points out the advantages of the Rasch related to its power as a mathematical model as well as its practical applicability in the educational measurement.  application/pdf1909-97110123-9155https://hdl.handle.net/10983/28275https://actacolombianapsicologia.ucatolica.edu.co/article/view/587spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/587/604Núm. 5 , Año 20012159Acta Colombiana de PsicologíaAndersen, E. 1980. Discrete Statistical Models With Social Science Applications. North- Holland publishing company,Amsterdam. Choppin, B. 1985. «Bruce Choppin on measurement an education». Evaluation in Education: An International Review series, 9,# l.Embretson, S. Y Hershberger, s. 1999. The New Rules of Measurement: what every psycho- logistand educator should know. Lawrence Earlbaum Associates. New Jersey.Fischer, G. y Molenaar, I. 1995. Rasch Models: foundations, recent developments and applications. Springer-Verlag. New York.Haladyna, T. y Roid, G. 1983. Acomparison of two approaches to criterion referenced test construction. Journal of Educational Measurement, 20, pp. 271-282.Hambleton, R., Cook, L. Latent trait models and their use in the analysis of educational test data. Journal of Educational Measurement, 14, pp. 75-96 1977.Hambleton, R., Gruijter, D. 1983. Application of item response models to criterion-refer-enced test item selection. Journal of Educational Measurement, 20, pp. 355-367.Hambleton, R. y Swaminathan, H. 1996. Item Response Theory: principies and applications. Kluwer-Nijhoff Publishing. Boston.Holmes, S. 1982. Unidimensionality and vertical equating with the Rasch model. Journal of Educational Measurement, 19, pp. 139- 147.Linacre, J. Y Wright, B. 2000. A User's Guide to WINSTEPS. MESA press. Chicago.Lord, F. Y Novick, M. 1968. Statistical Theories of Mental Test Scores. Addison-Wesley.Marco, G. Item characteristic curve Solutions to three intractable testing problems, Journal of Educational Measurement, 14, pp. 139-160.Mehrens, W. Y Lehmann, I. 1982. Medición y Evaluación en la Educación y en la Psicología. CECSA. México.Novick, M. Y Jackson, P. 1974. Statistical Methods for Educational and Psychological Research. McGraw Hill.Pardo. C. 1999. Transformaciones en las Pruebas para Obtener Resultados Diferentes. Serie: Nuevo Examen de estado Cambios para el Siglo XXL ICFES. Bogotá.Thorndike, R. 1989. Psicometría aplicada. Limusa, México.Van Der Linden, W. 1982. Criterion-referenced measurement: its main applications, problems and fading’s. Evaluation in education, t, pp. 97-118.Wright, B. 1992. IRTin the 1990s: Which Models Work Best?. En: Rasch Measurement Transactions. Vol. 6 N° 1 pp 196 - 200.Wright, B. Solving measurement problems with the Rasch Model. Journal of Educational Measurement, 14, pp. 9.Zimowski, M., Muraki, E., Mislevy, R. Y Bock D. 1996. BILOG-MG Multiple-Group IRT analysis and test maintenance for binary Items. Scientific Software International. Chicago.Carlos A. Pardo Adames - 2001info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/587MeasurementAssessmentItem reponse theoryRasch modelPsychological testingState examTest classic theoryEl modelo de Rasch : una alternativa para la evaluación educativa en Colombia.El modelo de Rasch : una alternativa para la evaluación educativa en Colombia.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2560https://repository.ucatolica.edu.co/bitstreams/ba90eea7-3533-49c9-9654-ea388b22c55f/download2131255f00ef244db50e20f69310f476MD5110983/28275oai:repository.ucatolica.edu.co:10983/282752023-10-21 12:27:04.498https://creativecommons.org/licenses/by-nc-sa/4.0/Carlos A. Pardo Adames - 2001https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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