Cognitive performance: a misunderstood indicator of educational quality

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Revista INFAD. Número 1, volumen 2 de 2022
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Published: Jul 16, 2022
DOI: https://doi.org/10.17060/ijodaep.2022.n1.v2.2386
Keywords:
quality of education evaluation knowledge performance

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Yullio Cano de la Cruz
Fernando Lara Lara
Efraín Obaco Soto
Margareth Viviana Hurtado Quiróz

Abstract

The quality of education is a recurring theme on the agenda of the organizations that govern global educational policies. This is associated with different factors related to infrastructure, family environment, teaching performance and achievement of learning standards. However, learning standards cannot be reduced only to the knowledge that the student has achieved, but to what the student is capable of doing with what he or she knows, the cognitive performance that he/she has achieved. That is why the standardized tests carried out by international organizations responsible for monitoring the quality of education take this indicator as a starting point, which is still largely misunderstood. That is why the objective of this paper is to offer a set of reflections on the theoretical elements that revolve around cognitive performance and its relationship with the quality of education. 

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How to Cite
Cano de la Cruz, Y., Lara Lara, F., Obaco Soto, E., & Hurtado Quiróz, M. V. (2022). Cognitive performance: a misunderstood indicator of educational quality. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 459–464. https://doi.org/10.17060/ijodaep.2022.n1.v2.2386
Issue
Vol. 2 No. 1 (2022): MEETING WITH SCIENCE. A REFLECTION ON THE UNIVERSITY
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Articles
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