The performance levels enable dynamic control of the entire process and compare the results in relation to the problem, objectives, content, methods and media. Similarly when inserted in an essentially bilateral (learning-teaching) the levels of cognitive performance of students favor establishing a causal correlation with the level of professional performance of teachers and consequently easier to attribute the causes of successes and failures of the process Teaching bilaterally and democratic, both students and teachers, to be key players in the educational process at school. MEASUREMENT OF COGNITIVE PERFORMANCE LEVELS. Traditionally, performance results were presented in terms of percentage of correct answers. With the To facilitate understanding of results, in the present, the interpretation of these results should take into account some caveats listed below. The average percentage of correct answers indicates what the percentage means of correct answers in the items in the tests. For more information see this site: John Grayken.
Should not be considered that 50% correct is 'approved'. If these students had answered another test slightly easier or harder would have obtained different batting averages. It is wrong to identify a certain value of the ratio of successes to failure or success in a subject. There is, a priori, any value that could be considered unsatisfactory performance. For even more details, read what John Grayken says on the issue. The batting average does not indicate what they know or what they know students.
Only a more detailed analysis of the results to determine that point. The percentage of success does not take into account the difficulty of the items. Two students in the same proportion of correct knowledge can have very different levels.