Ebaluazioan egoten diren zehar-iritziak eta honetarako kalitate irizpideak

Abstract

The concern about a quality assessment in Social Sciences is a subject of vital importance in teaching. As opposed to what happens in other sciences, the role of the assessor is more important in that it is inherently united to the action of assessment itself. For this reason the first part of this study has been dedicated to the individual as an integral part of the process, in different positions, and to the risks that, by means of possible biases the assessment may be affected. Once the risks have been presented and analysed, together with the measures which can be adopted in each case, a full analysis of the validation of the assessments is begun. This second part starts with a classical approximation starting from the properties of the measure, to from there extend the criteria of quality over the whole process of assessment. The study ends with an analysis of validity from the perspective of qualitative assessments. A different assessment method demands a different way of explaining the quality of the assessment. From this perspective, the contributions are more dynamic and are currently being developed more fully, for which reason it is indispensable to bring them to the debate and to take them into consideration for the advance of assessment in the future.