Accesibilidad en evaluaciones a gran escala: desafíos en la construcción de evaluaciones inclusivas
Resumen
Artículo de revisión que busca reflexionar sobre la pertinencia y el alcance de normativas, metodologías e instrumentos dirigidos a incluir a todos los examinados en las evaluaciones educativas a gran escala. Basándose en la producción científica internacional sobre discapacidad, accesibilidad y evaluación educativa, así como en documentos de referencia para políticas de evaluación, los autores examinan aspectos centrales en la producción de conocimiento sobre estos temas, trazando un panorama de cómo la agenda de accesibilidad ha impactado los procesos evaluativos diseñados para una mayoría sin discapacidad. Considerando la evolución de la comprensión de la discapacidad y el debate en torno a conceptos fundamentales en el campo de la evaluación accesible – accesibilidad, acomodación, validez, constructo, varianza irrelevante, diseño universal – los autores respaldan la legitimidad de la participación de estudiantes con discapacidad en las evaluaciones y subrayan que la provisión consistente de accesibilidad y acomodaciones actúa como factor de precisión, fiabilidad y validez de los resultados de las evaluaciones. Se destaca el papel de la investigación en la búsqueda de evidencias, revisión de supuestos y procedimientos,
llenado de lagunas y promoción de la justicia evaluativa. Finalmente, se presentan los principales avances logrados a partir de los estudios y las orientaciones de la Comisión Asesora en Educación Especial y Asistencia Especializada en Exámenes y Evaluaciones de la Educación Básica (Caes), del Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (Inep).
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