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

NUEVAS TECNOLOGÍAS EN EVALUACIONES EDUCATIVAS 42 S e c c i ó n M o n o g r á f i c a Pedrosa, I., Suárez-Álvarez, J., García-Cueto, E., y Muñiz, J. (2016). A computerized adaptive test for enterprising personality assess- ment in youth. Psicothema , 28 (4). https://doi.org/10.7334/psi- cothema2016.68 Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L., y Rouet, J.-F. (2018). Fostering teenagers’ assess- ment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction , 58 , 53–64. https://doi.org/10.1016/j.learninstruc- .2018.04.006 Pohl, S., Ulitzsch, E., y von Davier, M. (2021). Reframing rankings in educational assessments. Science , 372 (6540), 338–340. https://doi.org/10.1126/science.abd3300 Postigo, Á., Cuesta, M., Pedrosa, I., Muñiz, J., y García-Cueto, E. (2020). Development of a computerized adaptive test to assess entrepreneurial personality. Psicologia: Reflexão e Crítica , 33 (1), 6. https://doi.org/10.1186/s41155-020-00144-x Santamaría, P. y Sánchez-Sánchez, F. (2022). Cuestiones abiertas en el uso de las nuevas tecnologías en la evaluación psicológica. Papeles del Psicólogo , 43 (1), 48-54. https://doi.org/10.23923/pap.psic- ol.2984 Serra-Garcia, M., y Gneezy, U. (2021). Nonreplicable publications are cited more than replicable ones. Science Advances , 7 (21). https://doi.org/10.1126/SCIADV.ABD1705/SUPPL_FILE/SCI ADV.ABD1705_SM.PDF Suarez-Alvarez, J. (2021). "Are 15-year-olds prepared to deal with fake news and misinformation?". PISA in Focus, No. 113, OECD Publishing, Paris, https://doi.org/10.1787/6ad5395e-en von Davier, A. A., Deonovic, B., Yudelson, M., Polyak, S. T., y Woo, A. (2019). Computational psychometrics approach to holistic le- arning and assessment systems. Frontiers in Education , 4 . https://doi.org/10.3389/feduc.2019.00069 von Davier, M., Khorramdel, L., He, Q., Shin, H. J., y Chen, H. (2019). De- velopments in psychometric population models for technology-based large-scale assessments: An overview of challenges and opportunities. Journal of Educational and Behavioral Statistics , 44 (6), 671–705. https://doi.org/10.3102/1076998619881789 Vörös, Z., Kehl, D., y Rouet, J.-F. (2021). Task characteristics as source of difficulty and moderators of the effect of time-on-task in digital problem- solving. Journal of Educational Computing Research , 58 (8), 1494– 1514. https://doi.org/10.1177/0735633120945930 Vosoughi, S., Roy, D., y Aral, S. (2018). The spread of true and false news online. Science , 359 (6380), 1146–1151. https://doi.org/10.1126/SCIENCE.AAP9559/SUPPL_FILE/ AAP9559_VOSOUGHI_SM.PDF Wise, S. L., Im, S., y Lee, J. (2021). The Impact of Disengaged Test Taking on a State’s Accountability Test Results. Educational Assessment , 26 (3), 163–174. https://doi.org/10.1080/10627197.2021.1956897 Zenisky, A., y Sireci, S. (2002). Technological Innovations in Large-Scale Assessment. AppliedMeasurement in Education , 15 (4), 337–362. Apéndice A Unidad CR551: Isla de Pascua (INEE, 2019)