PAPELES DEL PSICÓLOGO Vol. 43-1 Enero - Abril 2022

CONFLICTO DE INTERESES No existe conflicto de intereses. REFERENCIAS Abad, F. J., Schames, R., Sorrel, M., Nájera, P., García-Garzón, E., Garrido, L. E., y Jiménez, M. (2022). Construyendo tests adapta- tivos de elección forzosa “on the fly” para la medición de la per- sonalidad. Papeles del Psicólogo , 43 (1), 29-35. https://doi.org/10.23923/pap.psicol.2982 AERA, APA, y NCME. (2014). Standards for educational and psy- chological testing (2nd ed.) . Washington, DC: American Educa- tional Research Association (AERA). Andrés, J. C., Aguado, D., y de Miguel, J. (2022). ¿Qué hay detras de LinkedIn? Midiendo a través de rúbricas las LinkedIn Big Four Dimensions. Papeles del Psicólogo , 43 (1), 12-20. https://doi.org/10.23923/pap.psicol.2979 Breakstone, J., McGrew, S., Smith, M., Ortega, T., y Wineburg, S. (2018). Why we need a new approach to teaching digital lite- racy. Phi Delta Kappan , 99 (6), 27–32. https://doi.org/10.1177/0031721718762419 Clinton, V. (2019). Reading from paper compared to screens: A systema- tic review and meta‐analysis. Journal of Research in Reading , 42 (2), 288–325. https://doi.org/10.1111/1467-9817.12269 Delgado, P., Vargas, C., Ackerman, R., y Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review , 25 , 23–38. https://doi.org/10.1016/j.edu- rev.2018.09.003 Elosua, P. (2022). Impacto de la TIC en el entorno evaluativo. Inno- vaciones al servicio de la mejora continua. Papeles del Psicólogo, 43 (1), 3-11. https://doi.org/10.23923/pap.psicol.2985 Ercikan, K., Guo, H., y He, Q. (2020). Use of response process data to inform group comparisons and fairness research. Edu ca t i ona l As s e s smen t , 25 ( 3 ) , 179–197 . https://doi.org/10.1080/10627197.2020.1804353 Fonseca-Pedrero, E., Ródenas, Gabriel, Pérez-Albéniz, A., Al- Halabí, S., Pérez, M., y Muñiz, J. (2022). La hora de la evaluación ambulatoria. Papeles del Psicólogo , 43 (1), 21- 28 https://doi.org/10.23923/pap.psicol.2983 Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., y Friedman, T. (2019). IEA International Computer and Information Literacy Study 2018 Assessment Framework. IEA International Computer and Information Literacy Study 2018 Assessment Framework . https://doi.org/10.1007/978-3-030-19389-8 Goldhammer, F., Martens, T., Christoph, G., y Lüdtke, O. (2016). Test-taking engagement in PIAAC. OECD Education Working Papers, No. 133, OECD Publishing, Paris, https://doi.org/10.1787/5jlzfl6fhxs2-en. He, Q., Borgonovi, F., y Paccagnella, M. (2019). Using process data to understand adults’ problem-solving behaviour in the Program- me for the International Assessment of Adult Competencies (PIA- AC): Identifying generalised patterns across multiple tasks with sequence mining . OECD Publishing, Paris. https://www.oecd -ili- brary.org/education/using-process-data-to-understand-adults- problem-solving-behaviour-in-the-programme-for-the-internation al-assessment-of-adult-competencies-piaac_650918f2-en He, Q., Borgonovi, F., y Paccagnella, M. (2021). Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks. Computers & Edu- cation , 166 , 104170. https://doi.org/10.1016/j.compe- du.2021.104170 Hernández, A., Elosua, P., Fernández-Hermida, J. R., y Muñiz, J. (2022). Comisión de Test: Veinticinco años velando por la cali- dad de los test. Papeles del Psicólogo, 43(1), 55-62. https://doi.org/10.23923/pap.psicol.2978 INEE. (2019). PISA 2018. Items liberados. Secretaria General Técnica. Subdirección General de Atención al Ciudadano, Documentación y Publicaciones. https://sede.educacion.gob.es/ publiventa/descar- ga.action?f_codigo_agc=20232 INEE. (2021). Nota país: Lectores del siglo XXI. PISA 2018. Secreta- ria General Tecnica. Subdireccion General de Atencion al Ciuda- dano,Documentacion y Publicaciones. Jiao, H., He, Q., y Veldkamp, B. P. (2021). Editorial: Process data in educational and psychological measurement. Frontiers in Psycho- logy , 12 . https://doi.org/10.3389/fpsyg.2021.793399 Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., y Rouet, J.-F. (2020). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. Journal for the Study of Education and Development , 43 (1), 101–138. https://doi.org/10.1080/02103702.2019.1690849 McGrew, S., Breakstone, J., Ortega, T., Smith, M., y Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of ci- vic online reasoning. Theory & Research in Social Education , 46 (2), 165–193. https://doi.org/10.1080/00933104.2017.1416320 Mullis, I. V. S., y Martin, M. O. (2019). Assessment Frameworks PIRLS 2021 . Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Muñiz, J., Hernández, A., y Fernández-Hermida, J. R. (2020). Utilización de los test en España: el punto de vista de los psicólogos. Papeles del Psicólogo , 41 (1), 1-15. https://doi.org/10.23923/pap.psico- l2020.2921 OECD. (2011). PISA 2009 Results: Students On Line . PISA, OECD Publis- hing, Paris. https://doi.org/10.1787/9789264112995-en OECD. (2018). PISA 2021 Mathematics Framework . PISA, OECD Publishing, Paris. OECD. (2019a). Beyond proficiency: Using log files to understand respondent behaviour in the survey of adult skills . OECD Publis- hing, Paris. https://doi.org/10.1787/0b1414ed-en OECD. (2019b). PISA 2018 Assessment and analytical framework . PISA, OECD Publishing, Paris. https://doi.org/10.1787/b25efab8-en OECD. (2020). Curriculum Overload . PISA, OECD Publishing, Paris. https://doi.org/10.1787/3081ceca-en OECD. (2021a). 21st-Century readers: Developing literacy skills in a digital world . PISA, OECD Publishing, Paris. https://doi.org/10.1787/a83d84cb-en Olea, J., Abad, F. J., y Barrada, J. R. (2010). Tests informatizados y otros nuevos tipos de tests. Papeles del Psicólogo , 31 (1), 94–107. Padilla, J. L., y Benítez, I. (2014). Evidencia de validez basada en los procesos de respuesta. Psicothema , 26 (1), 136–144. https://doi.org/10.7334/PSICOTHEMA2013.259 Paniagua, A., y Istance, D. (2018). Teachers as designers of le- a r n i ng en v i r onmen t s . OECD Pub l i s h i ng , Pa r i s . https://doi.org/10.1787/9789264085374-en Pedrosa, I., Suárez-Álvarez, J., y García-Cueto, E. (2014). Evi- dencias sobre la validez de contenido: Avances teóricos y métodos para su estimación. Acción Psicológica , 10 (2), 3. https://doi.org/10.5944/ap.10.2.11820 JAVIER SUÁREZ-ÁLVAREZ, RUBÉN FERNÁNDEZ-ALONSO, FRANCISCO J. GARCÍA-CRESPO Y JOSÉ MUÑIZ 41 S e c c i ó n M o n o g r á f i c a