The main question this paper tries to answer is whether external evaluations can act as educational scaffolding, provoking effective changes in the educational practices that are routinely developed in the classroom. The study considers this answer to be affirmative as long as certain conditions are put into practice: using an evaluation instrument recognized by teachers and based on solid psychoeducational principles (in our case the PISA tests); introducing changes in evaluation activities, suitably planned, based on such principles; and involving teachers both as research partners and as the main protagonists of that change. These conditions were fulfilled in the case analysed, i.e., that of a 4th year ESO (compulsory secondary education) Technology teacher. The results obtained show an improvement in the evaluation activities carried out by the teacher in relation to: authenticity, cognitive complexity and facilitation of pupils' learning autonomy. © 2011 Fundación Infancia y Aprendizaje.
|Journal||Cultura y Educacion|
|Publication status||Published - 1 Jun 2011|
- Autonomy in learning
- Cognitive complexity
- External evaluation (PISA)