PDF
FLIP
Los autores que publiquen en esta Revista aceptan las siguientes condiciones:
Acta Colombiana de Psicología se guía por las normas internacionales sobre propiedad intelectual y derechos de autor, y de manera particular el artículo 58 de la Constitución Política de Colombia, la Ley 23 de 1982 y el Acuerdo 172 del 30 de Septiembre de 2010 (Reglamento de propiedad intelectual de la Universidad Católica de Colombia)
Los autores conservan los derechos de autor y ceden a la Revista el derecho de la primera publicación, con el trabajo registrado con la Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta Revista.
Resumen
This paper shows the historical development of the Psychological Testing in Colombia, the State Exam, some of the problems that this discipline has worked in this country, the main problems and weaknesses of the Test Classic Theory and the alternative answers that offers the Item Response Theory (TRI). It presents the models of the TRI, the 3-Param- eters and the Rasch, and two computer programs (BILOG-MG and WINSTEPS) that processes information based on these models. Finally, it points out the advantages of the Rasch related to its power as a mathematical model as well as its practical applicability in the educational measurement.
Palabras clave:
Citas
Andersen, E. 1980. Discrete Statistical Models With Social Science Applications. North- Holland publishing company,
Amsterdam. Choppin, B. 1985. «Bruce Choppin on measurement an education». Evaluation in Education: An International Review series, 9,# l.
Embretson, S. Y Hershberger, s. 1999. The New Rules of Measurement: what every psycho- logistand educator should know. Lawrence Earlbaum Associates. New Jersey.
Fischer, G. y Molenaar, I. 1995. Rasch Models: foundations, recent developments and applications. Springer-Verlag. New York.
Haladyna, T. y Roid, G. 1983. Acomparison of two approaches to criterion referenced test construction. Journal of Educational Measurement, 20, pp. 271-282.
Hambleton, R., Cook, L. Latent trait models and their use in the analysis of educational test data. Journal of Educational Measurement, 14, pp. 75-96 1977.
Hambleton, R., Gruijter, D. 1983. Application of item response models to criterion-refer-enced test item selection. Journal of Educational Measurement, 20, pp. 355-367.
Hambleton, R. y Swaminathan, H. 1996. Item Response Theory: principies and applications. Kluwer-Nijhoff Publishing. Boston.
Holmes, S. 1982. Unidimensionality and vertical equating with the Rasch model. Journal of Educational Measurement, 19, pp. 139- 147.
Linacre, J. Y Wright, B. 2000. A User's Guide to WINSTEPS. MESA press. Chicago.
Lord, F. Y Novick, M. 1968. Statistical Theories of Mental Test Scores. Addison-Wesley.
Marco, G. Item characteristic curve Solutions to three intractable testing problems, Journal of Educational Measurement, 14, pp. 139-160.
Mehrens, W. Y Lehmann, I. 1982. Medición y Evaluación en la Educación y en la Psicología. CECSA. México.
Novick, M. Y Jackson, P. 1974. Statistical Methods for Educational and Psychological Research. McGraw Hill.
Pardo. C. 1999. Transformaciones en las Pruebas para Obtener Resultados Diferentes. Serie: Nuevo Examen de estado Cambios para el Siglo XXL ICFES. Bogotá.
Thorndike, R. 1989. Psicometría aplicada. Limusa, México.
Van Der Linden, W. 1982. Criterion-referenced measurement: its main applications, problems and fading’s. Evaluation in education, t, pp. 97-118.
Wright, B. 1992. IRTin the 1990s: Which Models Work Best?. En: Rasch Measurement Transactions. Vol. 6 N° 1 pp 196 - 200.
Wright, B. Solving measurement problems with the Rasch Model. Journal of Educational Measurement, 14, pp. 9.
Zimowski, M., Muraki, E., Mislevy, R. Y Bock D. 1996. BILOG-MG Multiple-Group IRT analysis and test maintenance for binary Items. Scientific Software International. Chicago.
