ENTORNOS DIGITALES Y POLÍTICAS EDUCATIVAS

Nuevas formas de evaluar:
la innovación pendiente
Helsper, E. J. (2012), “A corresponding fields model for the links
between social and digital exclusion”, Communication Theory,
22(4), pp. 403-426.
Hill, P., & Barber, M. (2014), Preparing for a Renaissance in Assessment,
London, Pearson. Disponible en https://research.
pearson. com/content/plc/prkc/uk/open-ideas/en/articles/preparing-for-a-renaissanceinassessment/_jcr_content/par/articledownloadcompo/file.
res/Preparing_for_a_Renaissance_in_assessment.
pdf January, 14, 2015.
International Telecommunication Union (2016), Statistics [International
Telecommunication Union - Statistics]. Recuperado 12
de enero de 2016, a partir de https://www.itu.int/en/ITU-D/
Statistics/Pages/stat/default.aspx
Kamenetz, A. (2015a), The Test: Why Our Schools are Obsessed
with Standardized Testing–But You Don’t Have to Be, New
York, NY, PublicAffairs.
entornos digitales y políticas educativas
dilemas y certezas
[243]
Kamenetz, A. (2015b), “What Schools Could Use Instead Of Standardized
Tests”, National Public Radio (NPR), Washington,
D.C. Recuperado a partir de http://www.npr.org/sections/
ed/2015/01/06/371659141/what-schools-could-use-insteadof-standardized-tests
Lai, E. R. & Viering, M. (2012), “Assessing 21st century skills: Integrating
research findings”, en Annual meeting of the National
Council on Measurement in Education, Vancouver, BC,
Canada.
Lin, L. (2009), “140 Google Interview Questions”. Impact Interview.
Recuperado a partir de http://www.impactinterview.
com/2009/10/140-google-interview-questions/
OECD (2015), Students, Computers and Learning, Paris, Organisation
for Economic Co-operation and Development. Recuperado
a partir de http://www.oecd-ilibrary.org/content/
book/9789264239555-en