Konzepte der Evaluation im Bildungsbereich

Evaluation is increasingly gaining importance in the field of human activities. This has led to the emergence of a variety of theoretical proposals that attempt to address the reality of evaluation. However, there is currently no precise information regarding the theoretical validity or suitability of these proposals to effectively and reliably influence their efficiency. For this reason, the aim of this book is to compare existing evaluation proposals in order to assess their appropriateness in relation to the corresponding empirical correlate. The starting point is a critical-rationalist epistemological perspective based on the ideas of Popper, Bunge, Padrón, and others. Consequently, the formal and discursive characteristics of such theoretical proposals have been taken into account. Among the most notable findings is that the evaluation proposals examined do not represent explanatory theories of the evaluative fact, but rather its prescription.