Use tests
Introduction
The need to learn exists since the beginning of the history of humanity. The models and policies used for teaching have been resulting as the effect of the changes and the evolution of man;The educational system of man has also deferred from its bases to achievements, these changes have been caused by the phases and periods that frame the history of nations.
Knowledge, according to thought, the redundancy, of the great thinkers of education, implies the application ability to be known and then becomes urgent, within that generational change, that determining parameters of the value of truth are established of the value of truthof knowledge: that is, that, tests indicate the use of the methods applied or of the low results are done. It is there, at that time, and from China, in 1370 D. of c. that arises and materializes the idea of implementing tests of use and their respective measurement methods.
Developing
Measurement is the positive or negative indicator of education programs and models. There are partial tests of use that determine momentary and temporal achievements;These are those implemented by school or school teachers, of a certain subject that evaluates with it, if the students reached the achievements to access the following degree. These evidence are more decisive of knowing why they say of the potential and weaknesses of the students evaluated.
The subject teacher explains a topic, informs procedures, steps and elements that must be applied and put into practice as many times as necessary. The teacher knows or learns to meet each student;He is aware of the abilities and shortcomings of each of them, he has real and true reference points to qualify and measure their scope, and in itself it infers the necessary capacities to take advantage of what they have learned in the utmost degree. That great advantage of the tests carried out by the teacher;In addition, they help the student be stimulated or discouraged in the face of his reality, those results also give the possibility that the teacher reconsider his methods and teaching techniques. We would dare to affirm that they are more effective in the evolutionary development of the student that is in their training process.
Standardized use tests yield results, most of the time surprising and little truthful, which barely light a small possibility of applying to a system and type of society;Although, the applied techniques are more tied and substantial, they tell a truth that is not true, they are an example of these tests, the well -known tests of knowledge, most of the time due to adverse and extensive circumstances, the knowledge acquired are insufficient and misconductFrom a long -term work, just because, as stated before, the situations that frame such proof were not the required and the student did not know how to be appropriate.
It should not forget that the student is exposed to phenomena of various funds, which in the end are decisive in their proceeding. The student who in principle found that mathematics would be the best allies, has an unfortunate stumbling because the measurement tells him that he does not know anything about mathematics (it can also occur in other areas). All this implies the need for the process applied in standardized use tests to be based on the stereotyping of social phenomena in nature and are configured by psychic recognition at that time. Standardized tests must be the need for the results not to be determined by numbers and stops, but by the severity or importance of the educational era.
Let’s clarify that there are four types of standardized tests, which, being in frequent relationship, have different implications, the battery tests by subject, the special study tests, diagnostic tests and prognosis tests. Special studies are formed by topic and are referential;Matter tests are given to establish the historical and temporal recognition of something;Diagnosis are given to rebuild or improve educational systems and forecasting those determine results and achievements.
Our educational system converges in the difficulties and limitations that have not been able to determine solutions to social and personal decompensations, since political setbacks give life to unproductive educational methods and other discriminatory. The history of education has been going through very accentuated times that have produced dissociations between reality and assumptions;Hence, standardized evidence does not yield real responses of the educational level, their main strengths are not the criterion and responsibility;because students or non -students have not yet found their true identity or echo to their aspirations and much less their needs.
The State provides more importance to the dehumanization that technology produces and evades the need to continue forming people, to promote materialized disciplines that are not consistent with human characteristics. The student then is the element that is subdivided to formalize an educational system and its measurement mechanisms. Educational programs require formality, flexibility, seriousness and operational ductility;coming from a closed social system.
conclusion
Standardized tests point out, for their results, that the applied approaches are not consistent with a reality, but, being utopian and should be made truthful and effective. This means that the objectives pursued are not closer, but that they move away because their reality and their environment do not identify with the evolutionary phenomena of development. Not to go so far, while in the United States the student is formed to respond positively to a system and a positive personality;In Colombia and South America, general criteria are formed to accept and engulf.
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