Rumo a uma visão pragmáticada medição na educação

Publicado 2025-08-19


https://doi.org/10.30554/tempuspsi.8.1.5161.2025
##galleys.btn##
HTML (Espanhol) EPUB (Espanhol) PDF (Espanhol) FLIP
Edição
v. 8 n. 1 (2025): Revista Tempus Psicológico
Seção
Artículos Investigación
Como Citar
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
Baixar Citação
Endnote/Zotero/Mendeley (RIS) BibTeX
DOI

https://doi.org/10.30554/tempuspsi.8.1.5161.2025
Dimensions
PlumX

Como Citar

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

Baixar Citação

##articleSummary.license##
Creative Commons License

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
##submission.authorBio##

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

Visão geral 185 | Visualizações de PDF 108

Downloads

Os dados de download ainda não estão disponíveis.
  1. Birnbaum, A. (1957). Efficient design and use of tests of a mental ability for various decision-making problems. USAF School of Aviation Medicine.
  2. Bock, R. D. (1972). Estimating item parameters and latent ability when responses are scored in two or more nominal categories. Psychometrika, 37, 29-51. https://doi.org/10.1007/BF02291411
  3. Box, G. (1979). Robustness in the strategy of scientific model building. En Launer, R. L.; Wilkinson, G. N. (Eds.), Robustness in Statistics. Academic Press.
  4. Briggs, D. (2021). Book review: A pragmatic perspective of measurement by David Torres Irribarra. Integrative Psychological and Behavioral Science, 56(1), 1-10. https://doi.org/10.1007/s12124-021-09635-7
  5. Diakow, R., Torres-Irribarra, D. & Wilson, M. (2014). Some Comments on Representing Construct Levels in Psychometric Models. En: Millsap R.E., van der Ark L.A., Bolt D.M., Woods C.M. (Eds). New Developments in Quantitative Psychology. Springer Proceedings in Mathematics & Statistics. Springer.
  6. Duncan, R. & Suppes, P. (2002). Representational Measurement Theory. En H. Pashler & J. Wixted (Eds.), Stevens’ Handbook of Experimental Psychology (pp. 1-41). John Wiley & Sons, Inc.
  7. Formann, A. (1995). Linear logistic latent class analysis. En G. H. Fischer & I. W. Molenaar. Rasch models: Foundations, recent developments, and applications (pp. 239–256). New York: Springer.
  8. Franz, D. (2021). Are psychological attributes quantitative? is not an empirical question: Conceptual confusions in the measurement debate. Theory & Psychology, 1(1), 1–20. https://doi.org/10.1177/09593543211045340
  9. Green, C. (2001). Operationism again: What did Bridgman say? What did Bridgman need?. Theory & Psychology, 11(1), 45–51 https://doi.org/10.1177/0959354301111003
  10. Griffin, P. & Care, E. (2015). Assessment and teaching of XXI century skills. Springer. Hontagas, P., Ponsoda, V., Olea, J. & Revuelta, J. (1998). Representación de funciones características de ítems dicotómicos y politómicos. Psicothema, 10(2), 475-479. https://www.psicothema.com/contenido?num=19981002
  11. Lindsay, B, Clogg, C. & Grego, J. (1991). Semiparametric estimation in the Rasch model and related exponential response models, including a simple latent class model for item analysis. Journal of the
  12. American Statistical Association, 86(413), 96–107 https://www.tandfonline.com/doi/abs/10.1080/01621459.1991.10475008
  13. López-Pina, J. (2005). Ítems politómicos vs. dicotómicos: un estudio metodológico. Anales de Psicología, 21(2), 339-344. https://revistas.um.es/analesps/article/view/26941
  14. Mari, L., Maul, A., Torres-Irribarra, D. & Wilson, M. (2017). Quantities, Quantification, and the Necessary and Sufficient Conditions for Measurement. Measurement, 100, 115-121. http://dx.doi.org/10.1016/j.measurement.2016.12.050
  15. Masters, G. (1982). A Rasch model for partial credit scoring. Psychometrika, 47, 149-174. https://doi.org/10.1007/BF02296272
  16. Maul, A., Mari, L., Torres Irribarra, D. & Wilson, M. (2018). The quality of measurement results in terms of the structural features of the measurement process. Measurement, 116, 611-620. https://doi.org/10.1016/j.measurement.2017.08.046
  17. Michell, J. (1997). Quantitative science and the definition of measurement in psychology. British Journal of Psychology, 88(3), 355–383. https://doi.org/10.1111/j.2044-8295.1997.tb02641.x
  18. Michell, J. (2003). The quantitative imperative: Positivism, naïve realism and the place of qualitative methods in psychology. Theory & Psychology, 13(1), 5–31. https://doi.org/10.1177/0959354303013001758
  19. National Research Council [NRC]. (2001). Knowing what students know: the science and design of educational assessment. National Academy Press. https://nap.nationalacademies.org/catalog/10019/knowing-what-students-know-the-science-and designof-educational#toc
  20. Rasch, G. (1960). Studies in mathematical psychology: I. Probabilistic models for some intelligence and attainment tests. Nielsen & Lydiche.
  21. Samejima, F. (1969). Estimation of latent ability using a response pattern of graded scores. Psychometrika Monographs, 17, 1-169 https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2333-8504.1968.tb00153.x
  22. Spearman, C. (1904). The proof and measurement of association between two things. The American Journal of Psychology, 15(1), 72–101. https://pubmed.ncbi.nlm.nih.gov/3322052/
  23. Stevens, S. (1958). Measurement and man. Science, 127(3295), 383–389. https://doi.org/10.1126/science.127.3295.383
  24. Tafreshi, D., Slaney, K. & Neufeld, S. (2016). Quantification in psychology: Critical analysis of an unreflective practice. Journal of Theoretical and Philosophical Psychology, 36(4), 233-249. https://doi.org/10.1037/teo0000048
  25. Torres-Irribarra, D. (2020). A pragmatic perspective on measurement. Springer Briefs in Psychology.
  26. Trendler, G. (2009). Measurement theory, psychology and the revolution that cannot happen. Theory & Psychology, 19(5), 579–599. https://doi.org/10.1177/0959354309341926
  27. Trendler, G. (2013). Measurement in psychology: A case of ignoramus et ignorabimus? A rejoinder. Theory & Psychology, 23(5), 591–615. https://doi.org/10.1177/0959354313490451
  28. Uher, J. (2020). Measurement in metrology psychology and social sciences: data generation traceability and numerical traceability as basic methodological principles applicable across sciences. Quality and Quantity, 54(3), 975–1004. https://doi.org/10.1007/s11135-020-00970-2
  29. Valsiner, J. (2012). La dialéctica en el estudio del desarrollo. En M. Carretero & J. A. Castorina, (Eds.). Desarrollo cognitivo y educación. Los inicios del conocimiento (pp. 137-157). Buenos Aires: Paidós.
  30. Wang, W. C. & Wilson, M. (2005). The Rasch testlet model. Applied Psychological Measurement 29(2), 126–149. https://doi.org/10.1177/0146621604271053
  31. Wilson, M., Bejar, I., Scalise, K., Templin, J., Dylan, W. & Torres-Irribarra, D. (2012). Perspectives on Methodological issues. En Griffin P. & Care E. (Eds.). Assessment and Teaching of 21st Century Skills. Springer.
  32. Wilson, M. & Sloane, K. (2000). From Principles to Practice: An Embedded Assessment System. Applied Measurement in Education, 13(2), 181-208. https://doi.org/10.1207/S15324818AME1302_4

Informações

Palavras-chave

Código QR

Edição Atual

Sistema OJS 3.4.0.10 - Metabiblioteca |