La evaluación psicológica en contextos educativos: Aciertos del pasado, errores del presente y propuestas de futuro

Abstract

This article will develop two objectives. The first is to highlight the progress of psychological evaluation through the consideration of important achievements of the past and current developments in production, technology and research, detailing the reasons why evaluation has not progressed in the applied level of educational contexts (one of the most important areas since the beginning of the psychological evaluation history in Spain). This non-progress is a result of legislative mistakes of the Educational Administration, which has allowed professionals without proper qualifications to perform those functions. It is necessary that university teachers, professional and scientific associations join force in order to establish guidelines of test usage, qualifications of evaluators and professional intrusion control. The second objective is to propose a model for diagnostic evaluation in educational contexts, the "Integrator Model", in which educational psychologists will collect relevant information not only about the student but also about the family and school context.