Evaluation of school learning: A proposal from interbehavioral psychology

Abstract

This paper ofters a theoretical approach to the evaluation of learning based on the principles of interbehavioral psychology, whose conceptual frames contrary to mentalist or cognitive psychology yield solid scientific basis for the analysis of educational processes. The main contributions of interbehavioral psychology to assessment and learning evaluation are reviewed: (a) the concept of learning as achievement, not as process; (b) the concept of competence as disposition to effective performance; and (c) a taxonomy of behavioral processes, used fro the analysis and organization of competenses in different functional aptitude levels. A methodological approach to the evaluation of competences is described.