Rumo a uma visão pragmáticada medição na educação

Publicado 2025-08-19


https://doi.org/10.30554/tempuspsi.8.1.5161.2025
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v. 8 n. 1 (2025): Revista Tempus Psicológico
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Ovalle Ramírez , C. P. (2025). Rumo a uma visão pragmáticada medição na educação. Tempus Psicológico, 8(1). https://doi.org/10.30554/tempuspsi.8.1.5161.2025
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https://doi.org/10.30554/tempuspsi.8.1.5161.2025
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Ovalle Ramírez , C. P. (2025). Rumo a uma visão pragmáticada medição na educação. Tempus Psicológico, 8(1). https://doi.org/10.30554/tempuspsi.8.1.5161.2025

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Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Claudia Patricia Ovalle Ramírez
Universidad de Antioquia
https://orcid.org/0000-0002-3664-7290 ORCID
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Neste artigo, o leitor é apresentado à perspectiva pragmática da medição que vai além da visão tradicional da medição como atribuição de números (Stevens, 1958). O educador deve considerar o processo de medição e as suposições (teóricas e psicométricas) que ele tem em relação a esse processo para que a medição seja válida e acionável. Além disso, a medição deve deixar de se concentrar em variáveis contínuas normalmente distribuídas para usar medidas como variáveis ordinais e nominais, que permitem abordar outros fenômenos de interesse, como níveis de progressão e melhoria. Finalmente, um exemplo é apresentado com a medição pragmática das habilidades do século 21

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