Sobre un método comúnmente utilizado para la puntuación de tests en la evaluación del rendimiento educativo

Abstract

This paper tries to be a reflection on using test formula scoring for the assessment of educational achievement. To start, basic ideas about tests and putative reasons/conditions for using formula scoring are shown. Then, some criticisms, based on selected workings from reliable sources, are raised in respect of using formula scoring in the context of educational assessment. As a suggestion, it is proposed that nowadays overwhelming use of formula scoring may have its roots in human need of patterned procedures for decision making, in order to get a certain relief against uncertainty. Moreover, some reflection is suggested on formal modelling and quantification as a rather compulsory practice (numbers at any cost) by a lot of today scientists. Finally, a simple, classic, universal alternative for test scoring is proposed.