Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Estudos de Psicologia (Campinas) |
Texto Completo: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/7977 |
Resumo: | This article will develop two objectives. The first is to highlight the progress of psychological evaluation through the consideration of important achievements of the past and current developments in production, technology and research, detailing the reasons why evaluation has not progressed in the applied level of educational contexts (one of the most important areas since the beginning of the psychological evaluation history in Spain). This non-progress is a result of legislative mistakes of the Educational Administration, which has allowed professionals without proper qualifications to perform those functions. It is necessary that university teachers, professional and scientific associations join force in order to establish guidelines of test usage, qualifications of evaluators and professional intrusion control. The second objective is to propose a model for diagnostic evaluation in educational contexts, the “Integrator Model”, in which educational psychologists will collect relevant information not only about the student but also about the family and school context. |
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Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposalsLa evaluación psicológica en contextos educativos: aciertos del pasado, errores del presente y propuestas de futuroPsychologist performancePsychological assessmentProfessional qualificationsPsychologistActuación del psicólogoEvaluación psicológicaHabilitación profesionalPsicólogo This article will develop two objectives. The first is to highlight the progress of psychological evaluation through the consideration of important achievements of the past and current developments in production, technology and research, detailing the reasons why evaluation has not progressed in the applied level of educational contexts (one of the most important areas since the beginning of the psychological evaluation history in Spain). This non-progress is a result of legislative mistakes of the Educational Administration, which has allowed professionals without proper qualifications to perform those functions. It is necessary that university teachers, professional and scientific associations join force in order to establish guidelines of test usage, qualifications of evaluators and professional intrusion control. The second objective is to propose a model for diagnostic evaluation in educational contexts, the “Integrator Model”, in which educational psychologists will collect relevant information not only about the student but also about the family and school context.Con este artículo se pretende un doble objetivo. En primer lugar, evidenciar el progreso de la evaluación psicológica mediante el relato de determinados hitos del pasado y los actuales avances en producción, tecnología e investigación, progreso que no se ha producido a nivel aplicado en uno de los ámbitos más importantes, desde la antigüedad, de la evaluación psicológica en España, que es la evaluación en contextos educativos. Este hecho se debe a los errores legislativos de la Administración Educativa que ha permitido que profesionales sin la debida cualificación realicen estas funciones, por lo que es necesario que académicos, colegios profesionales y asociaciones científicas aúnen esfuerzos y establezcan directrices sobre las normas de uso de los test, la formación del evaluador y el control del intrusismo profesional. En segundo lugar se propone un modelo para la evaluación diagnóstica en contextos educativos, el “Modelo Integrador”, en el que el psicólogo educativo no sólo recogerá información relevante del alumno sino también del contexto familiar y escolar.Núcleo de Editoração - PUC-Campinas2023-03-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7977Psychological Studies; Vol. 33 No. 3 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 33 Núm. 3 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 33 n. 3 (2016): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPspahttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7977/5494Copyright (c) 2023 María PÉREZ SOLÍShttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPÉREZ SOLÍS, María2023-03-22T16:48:41Zoai:ojs.periodicos.puc-campinas.edu.br:article/7977Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-03-22T16:48:41Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false |
dc.title.none.fl_str_mv |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals La evaluación psicológica en contextos educativos: aciertos del pasado, errores del presente y propuestas de futuro |
title |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
spellingShingle |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals PÉREZ SOLÍS, María Psychologist performance Psychological assessment Professional qualifications Psychologist Actuación del psicólogo Evaluación psicológica Habilitación profesional Psicólogo |
title_short |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
title_full |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
title_fullStr |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
title_full_unstemmed |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
title_sort |
Psychological assessment in educational contexts: Past successes, mistakes of the present and future proposals |
author |
PÉREZ SOLÍS, María |
author_facet |
PÉREZ SOLÍS, María |
author_role |
author |
dc.contributor.author.fl_str_mv |
PÉREZ SOLÍS, María |
dc.subject.por.fl_str_mv |
Psychologist performance Psychological assessment Professional qualifications Psychologist Actuación del psicólogo Evaluación psicológica Habilitación profesional Psicólogo |
topic |
Psychologist performance Psychological assessment Professional qualifications Psychologist Actuación del psicólogo Evaluación psicológica Habilitación profesional Psicólogo |
description |
This article will develop two objectives. The first is to highlight the progress of psychological evaluation through the consideration of important achievements of the past and current developments in production, technology and research, detailing the reasons why evaluation has not progressed in the applied level of educational contexts (one of the most important areas since the beginning of the psychological evaluation history in Spain). This non-progress is a result of legislative mistakes of the Educational Administration, which has allowed professionals without proper qualifications to perform those functions. It is necessary that university teachers, professional and scientific associations join force in order to establish guidelines of test usage, qualifications of evaluators and professional intrusion control. The second objective is to propose a model for diagnostic evaluation in educational contexts, the “Integrator Model”, in which educational psychologists will collect relevant information not only about the student but also about the family and school context. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7977 |
url |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7977 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/7977/5494 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 María PÉREZ SOLÍS https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 María PÉREZ SOLÍS https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Núcleo de Editoração - PUC-Campinas |
publisher.none.fl_str_mv |
Núcleo de Editoração - PUC-Campinas |
dc.source.none.fl_str_mv |
Psychological Studies; Vol. 33 No. 3 (2016): Estudos de Psicologia (Campinas) Estudos de Psicologia; Vol. 33 Núm. 3 (2016): Estudos de Psicologia (Campinas) Estudos de Psicologia; v. 33 n. 3 (2016): Estudos de Psicologia (Campinas) 1982-0275 reponame:Estudos de Psicologia (Campinas) instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) instacron:PUC_CAMP |
instname_str |
Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
instacron_str |
PUC_CAMP |
institution |
PUC_CAMP |
reponame_str |
Estudos de Psicologia (Campinas) |
collection |
Estudos de Psicologia (Campinas) |
repository.name.fl_str_mv |
Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
repository.mail.fl_str_mv |
sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br |
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