<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572020000100098</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2020.33.19216</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El concepto moderno de validez y su uso en educación médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Current concepts of validity and its use in medical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo Avalos]]></surname>
<given-names><![CDATA[Blanca Ariadna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leenen]]></surname>
<given-names><![CDATA[Iwin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí Facultad de Medicina Departamento de Ciencias Morfológicas]]></institution>
<addr-line><![CDATA[S. L. P. ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>33</numero>
<fpage>98</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572020000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572020000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572020000100098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para realizar inferencias apropiadas con base en los resultados obtenidos de las evaluaciones del aprendizaje en ciencias de la salud, es fundamental aportar evidencia de validez y así proveer el fundamento y la justificación de las decisiones que se tomen a partir de las evaluaciones. El concepto de validez es el más importante en evaluación educativa, pues aplica para todo tipo de uso de instrumentos de evaluación del aprendizaje, tanto sumativos como diagnósticos y formativos. En las últimas décadas han surgido nuevos marcos de referencia que modifican y enriquecen el concepto tradicional de validez. En este trabajo se exploran las perspectivas de Messick y Kane. Con respecto al primero se describen las fuentes de evidencia de validez y cómo obtenerlas, mientras que con relación al segundo se explican los pasos para llevar a cabo un argumento de usos que justifique las interpretaciones de los resultados de los exámenes. Con este panorama se presenta una perspectiva moderna de aproximación a la validez en evaluación educativa, de utilidad para los educadores en ciencias de la salud.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to articulate appropriate inferences based on the scores obtained from learning assessments in the health sciences, the collection of validity evidence to support decisions made on the basis of these assessments is of central importance. The concept of validity is key in educational assessment, since it is used in all kinds of learning evaluation strategies: summative, diagnostic, and formative. In the last decades, new frameworks which modify and enhance the traditional concept of validity have emerged. In this paper, we explore the perspectives of Messick and Kane. Regarding the first one, we describe the sources of validity evidence and how to obtain them; and in regard to Kane&#8217;s arguments, we explain the steps needed to state an argument of use that justifies the interpretations of the scores obtained from the assessments. This overview describes the current perspective to approach validity in educative assessment, useful for health sciences educators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Validez]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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