Publication: Desentrañando el conocimiento históricovalidación del contenido de una prueba de evaluación de competencias históricas
Authors
Zaragoza Vidal, María Victoria ; López García, Alejandro ; Jairo Rodríguez Medina ; Monteagudo Fernández, José
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Facultades de la UMU::Facultad de Educación
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Publisher
Ediciones Complutense
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DOI
https://doi.org/10.5209/rced.93798
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info:eu-repo/semantics/article
Description
Abstract
La evaluación del pensamiento histórico implica superar los exámenes tradicionales que buscan valorar la adquisición de contenidos conceptuales mediante el recuerdo de hechos, nombres o fechas. La nueva realidad evaluativa debe avanzar hacia un modelo de prueba emergente que ponga en el centro la demostración de habilidades de pensamiento; esto es, empatizar con el pasado y vehicular puentes hacia situaciones contemporáneas, priorizando el rigor en la selección histórica, el trabajo con fuentes, la argumentación causal en las narrativas históricas, las dialécticas contrafácticas, o el cuestionamiento ético del pasado. Partiendo de estas aspiraciones, el objetivo de este trabajo es diseñar y validar una prueba, alternativa a la EBAU en España, que permita evaluar las competencias de pensamiento histórico adquiridas por el alumnado que finaliza la etapa de Bachillerato. Con este fin, se ha creado una prueba de evaluación sobre competencias históricas. Se trata de un instrumento que ha sido sometido a un proceso de validación de contenido a través de un proceso inter-jueces en cuatro dimensiones clave, en las que se aplicaron los coeficientes ponderados de concordancia de Bangdiwala (BWN) y de Gwet (AC2). Una vez validado, fue optimizado a través de un grupo de discusión con 10 expertos en Didáctica de las Ciencias Sociales. Los resultados fueron procesados, analizados y considerados para la construcción de la versión final, a la que se aplicó una revisión por pares con estudiantes de la Facultad de Educación de la Universidad de Murcia, al objeto de terminar de perfilar la prueba y comprobar su aplicabilidad. Se ha obtenido un instrumento estandarizado y útil para la evaluación de las competencias históricas en la línea de otras propuestas, encaminado a asistir al profesorado de Enseñanza Secundaria hacia un modelo de evaluación por competencias, innovador y transformador.
The assessment of historical thinking implies overcoming traditional tests that seek to assess the acquisition of conceptual content through the recall of facts, names, or relevant dates of the past. The new evaluative reality must move towards an emerging test model that places the demonstration of thinking skills at the center; that is, empathizing with the past and building bridges to contemporary situations, prioritizing rigor in historical selection, working with sources, causal argumentation in historical narratives, counterfactual dialectics, or ethical questioning of the past, among others. METHOD. Based on these aspirations, the aim of this work is to design and validate an alternative test to the EBAU in Spain, which allows the assess of the historical thinking skills acquired by students who complete the Baccalaureate stage. To this end, an assessment test on historical competencies has been developed. It is an instrument that has undergone a content validation process through an inter-judge process in four key dimensions, in which the Bangdiwala (BWN) and Gwet (AC2) weighted coefficients of concordance were applied. Once validated, it was optimized through a focus group with 10 experts in Social Science Didactics. RESULTS. The results were processed, analyzed, and considered for the construction of the final version, to which a peer review was applied with students from the Faculty of Education of the University of Murcia, in order to finalize the test and check its applicability. DISCUSSION. A standardized and useful instrument has been obtained for the assessment of historical skills in line with other proposals, aimed at helping Secondary Education teachers towards an innovative and transforming competency-based evaluation model.
The assessment of historical thinking implies overcoming traditional tests that seek to assess the acquisition of conceptual content through the recall of facts, names, or relevant dates of the past. The new evaluative reality must move towards an emerging test model that places the demonstration of thinking skills at the center; that is, empathizing with the past and building bridges to contemporary situations, prioritizing rigor in historical selection, working with sources, causal argumentation in historical narratives, counterfactual dialectics, or ethical questioning of the past, among others. METHOD. Based on these aspirations, the aim of this work is to design and validate an alternative test to the EBAU in Spain, which allows the assess of the historical thinking skills acquired by students who complete the Baccalaureate stage. To this end, an assessment test on historical competencies has been developed. It is an instrument that has undergone a content validation process through an inter-judge process in four key dimensions, in which the Bangdiwala (BWN) and Gwet (AC2) weighted coefficients of concordance were applied. Once validated, it was optimized through a focus group with 10 experts in Social Science Didactics. RESULTS. The results were processed, analyzed, and considered for the construction of the final version, to which a peer review was applied with students from the Faculty of Education of the University of Murcia, in order to finalize the test and check its applicability. DISCUSSION. A standardized and useful instrument has been obtained for the assessment of historical skills in line with other proposals, aimed at helping Secondary Education teachers towards an innovative and transforming competency-based evaluation model.
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Citation
López-García A. ., Zaragoza Vidal M. V., Rodríguez-Medina J. y Monteagudo Fernández J. (2025). Desentrañando el conocimiento histórico: validación del contenido de una prueba de evaluación de competencias históricas. Revista Complutense de Educación, 36(3), 271-288. https://doi.org/10.5209/rced.93798
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