Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA
This work is based on the systematization of academic processes at Universidad de la Costa, making a valuable contribution to pedagogical reflection on the significance of evaluation as a process that ensures learning through classroom-based support. The objective is to describe the tensions, challe...
- Autores:
-
Camargo Romero, Gilma
Marin Gonzalez, Freddy
Marín González, Freddy
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13795
- Acceso en línea:
- https://hdl.handle.net/11323/13795
https://repositorio.cuc.edu.co/
- Palabra clave:
- Learning assessment
Learning outcomes
Teaching practice
Tensions and challenges
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
| Summary: | This work is based on the systematization of academic processes at Universidad de la Costa, making a valuable contribution to pedagogical reflection on the significance of evaluation as a process that ensures learning through classroom-based support. The objective is to describe the tensions, challenges, and achievements among the individuals who drive the evaluation process. While all elements of learning assessment are important, formative assessment has garnered significant interest. It involves teachers providing continuous feedback to students, enabling them to be aware of their learning progress. This empowers students to identify their current situation, needs, and the necessary actions to develop their general and specific skills. To achieve this, a comprehensive integration of actions and transformations was undertaken, involving all institutional stakeholders involved in learning assessment. This led to teachers strengthening their diagnostic, formative, and summative functions, recognizing the fundamental roles of teachers and students in the learning process. This process allowed for the identification of uncertainties and challenges in the culture of learning assessment, and facilitated institutional actions aimed at enhancing assessment practices through the analysis of learning outcomes. These outcomes serve as a basis for continuous improvement. |
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