<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0214-7823</journal-id>
<journal-title><![CDATA[Papeles del Psicólogo]]></journal-title>
<abbrev-journal-title><![CDATA[Pap. Psicol.]]></abbrev-journal-title>
<issn>0214-7823</issn>
<publisher>
<publisher-name><![CDATA[Consejo General de Colegios Oficiales de Psicólogos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0214-78232022000100006</article-id>
<article-id pub-id-type="doi">10.23923/pap.psicol.2986</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de las nuevas tecnologías en las evaluaciones educativas: la lectura en un mundo digital]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of new technologies in educational assessments: reading in a digital world]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Álvarez]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Alonso]]></surname>
<given-names><![CDATA[Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Crespo]]></surname>
<given-names><![CDATA[Francisco J]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñiz]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Massachusetts Amherst  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Estados Unidos</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidad Nebrija  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>36</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0214-78232022000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0214-78232022000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0214-78232022000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Ser un lector competente en un mundo digital requiere una base sólida de Lectura, pero también la capacidad para pensar críticamente; una tarea pendiente para muchos estudiantes españoles. Las pruebas adaptativas informatizadas y los datos de proceso (información sobre las acciones que realizan los estudiantes al responder a la prueba) son especialmente importantes cuando se evalúan competencias como la Lectura. El objetivo de este trabajo es analizar cómo el uso de la tecnología está cambiando el concepto de Lectura y las formas para evaluarlo. Esto tiene implicaciones tanto para el alumnado español como para cualquier profesional encargado de interpretar y diseñar evaluaciones educativas. El investigador debe asegurar que el uso de los datos y la tecnología sea el adecuado para los objetivos de la evaluación y sirva de forma fiable, válida y justa a las personas involucradas, pero también del usuario saber cuándo, cómo y para qué utilizar los datos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Being a proficient reader in a digital world requires a strong reading foundation, but also the ability to think critically, which is a challenge for many students in Spain. Computerized adaptive tests and process data (information about students&#8217; actions when responding to the test) are especially important when assessing skills such as reading. This work aims to analyze how the use of technology is changing the concept of reading and the ways to evaluate it. This has implications for Spanish students and any professional in charge of interpreting and designing educational evaluations. The researcher must ensure that the use of data and technology is adequate for the objectives of the evaluation and that it works in a reliable, valid, and fair way for the people involved, but also the user must know when, how, and for what purposes to use the data.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Datos de proceso]]></kwd>
<kwd lng="es"><![CDATA[Tests adaptativos informatizados]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="es"><![CDATA[Competencia lectora]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Process data]]></kwd>
<kwd lng="en"><![CDATA[Computerized adaptive tests]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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