Interpretación de datos estadísticos en la evaluación del aprendizaje: de la medición al juicio docente
DOI:
https://doi.org/10.70208/3007.8245.v6.n3.555Palabras clave:
Interpretación, datos estadísticos, evaluación del aprendizaje, medición, juicio docenteResumen
El objetivo de este estudio fue analizar la interpretación de los datos estadísticos en la evaluación del aprendizaje como proceso que permite trascender la medición contribuyendo a la construcción del juicio docente. Metodológicamente, se realizó una revisión crítica-documental de 112 publicaciones, de las cuales 25 fuentes fueron seleccionadas mediante criterios de inclusión y exclusión, con temporalidad 2021-2026, de artículos e investigaciones científicas, reportes de organismos internacionales sobre alfabetización de datos, evaluación formativa, retroalimentación y gobernanza de datos educativos. El análisis se organizó en seis núcleos de problematización: límites de la medición, lectura de la distribución y la variabilidad, relación entre datos y evaluación formativa, alfabetización estadística docente, riesgos de sobre interpretación y criterios para toma de decisiones pedagógicas responsable. Como resultados se consideró: los promedios, porcentajes, tasas de aprobación, niveles de logro y visualizaciones son descriptores útiles, pero insuficientes si se desvinculan del propósito de aprendizaje, calidad del instrumento, diversidad del grupo y trayectoria individual. Como conclusiones teóricas se obtuvo que los datos solo adquieren valor educativo cuando se leen en contexto, se contrastan con otras evidencias y se traducen en decisiones formativas. Por lo que se propone comprender la estadística evaluativa como mediación para el razonamiento pedagógico, y no como sustituto de este.
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Derechos de autor 2026 Luis Humberto Pérez
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
