La evaluación del aprendizaje universitarioconflictos entre sus distintas utilidades y compromisos de resolución para preservar las características más esenciales en cada tipo de evaluación

  1. Prieto Martín, Alfredo
  2. Lara, Isabel
  3. Díaz, David
  4. Monserrat, Jorge
  5. Pérez Gómez, Ana
  6. Vélez, Jesús
  7. Otero, Fernando M.
RIECS: Revista de Investigación y Educación en Ciencias de la Salud

ISSN: 2530-2787

Year of publication: 2018

Volume: 3

Issue: 1

Pages: 54-64

Type: Article

More publications in: RIECS: Revista de Investigación y Educación en Ciencias de la Salud


In this manuscript the different utilities of learning assessment and conflicts that can be caused by putting excessive emphasis to certain secondary utilities of learning assessment in detriment of another more relevant utilities for a certain type of assessment. Following to assessment expert Cees van der Vleuten [1] (awarded in 2012 with the Karolinska Prize for Research in Medical Education) we propose to reach a compromise which allows us to compromise certain assessment characteristics depending on the main utility of each type of assessment [2, 3]. Characteristics of assessment instruments are reviewed and a function of utility for a given assessment method is described. The dichotomy between the two main types of learning assessment: formative or low stakes assessment versus accreditive assessment or high stakes assessment. Essential characteristics which cannot be compromised in each one of those types of assessment are stablished. These essential characteristics are the validity, the reliability and the security in the summative or High Stakes Assessment, whereas in the formative or Low Stakes Assessment we cannot compromise the educative impact which includes both the stimulation of student work, the exercising of competences and the administration of corrective feedback.