Práctica evaluativa del docente en el aula

Currently in Colombia Decree 1290 of 2009 regulates learning assessment of students in primary and secondary education; in this decree it stipulates that the institutional assessment has among its key purposes to identify the personal characteristics of students to assess their progress and thus contribute to their development and learning; in a process that must be educational. Given that the evaluation of learning is part of the process of teaching - learning, and as such of teaching practice; this project aims to describe the approaches to assessment practice, from the perspective of both the teacher as the students, in an institution of secondary basic vocational secondary education of Cartagena. In describing approaches to teacher evaluation practice from the perspective of teachers and students, evidenced dissonance, between the perceptions of students (for whom the evaluation practices are based on a technical approach, where they are evaluated final results, and not the process of student learning) and the of teachers (for whom the evaluation, practices evaluative are based on a practical approach, where the process of learning the student is evaluated, considering of this a active subject in their learning) on the approach that predominates in assessment practices.

• Autores: Martelo Torres, Antonella; Sanmartin Beleño, Laura
• Fecha de publicación: 2015
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/4097
• Acceso en línea: http://hdl.handle.net/10819/4097
• Palabra clave: Evaluación; Educación; Teoría critica; Assessment; Education; Critical theory; Tesis - psicología; Evaluación del docente; Evaluación del aprendizaje; Prácticas evaluativas
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia