Cognitive And Affective Variables That Should Rule Education
Education must focus on the quality of formation and learning. The quality of the results, as a concept borrowed from the business sector which is much less complex and interactive than the education sector, is difficult to define with precision, since it combines values, attitudes and achievements which form a part of the most complex areas of study in psychology, such as the cognitive, affective and psychomotor areas. However, scientific evidence exists which makes it easier to understand many factors of this nature, as well as improving the criteria for the measurement of quality and thus substitute them for the exclusively quantitative ones and the inadequate standardized testing mania.
But the primary condition for the definition and achievement of quality resides precisely in both the diversification of formation and the acceptance of the existence of learning variables which play a part in the evaluation of excellence: quality, in relation to certain general policies and specific aims of the program or area of education; total quality, measured in terms of results of effectiveness, efficiency and relevance, through the all-round evaluation of the system and the