The evaluation of learning: a frame of reference for reflection and application
Main Article Content
Keywords
learning assessment, learning evaluation paradigm, sychometric or quantitative paradigm, qualitative, psychosocial or communicative paradigm, quantitative qualitative paradigm
Abstract
The practice of the evaluation of learning in educational institutions is far from its postulates and theoretical principles. Seen in this way, it becomes a threat and not a strength in the teaching and learning process, it is mistakenly considered by many as the final part and not as the beginning of any educational and pedagogical process that promotes change and transformation. The article exposes the different paradigms that in the area of learning evaluation were developed during the second half of the last century and the beginnings of the current one; among those that stand out: the psychometric or quantitative paradigm; the qualitative, psychosocial or communicative paradigm, and the quantitative-qualitative paradigm, where the intention of using each of them in the teaching and learning process is made clear.
References
Ballester A, Los paradigmas de la educación, Extraído del documento “Competencias del Nuevo Rol del Profesor”, elaborado por el Instituto Tecnológico y de EtdiSid Mt Estudios Superiores de Monterrey. http://www.cca.org.mx/dds/cursos/competencias tec/modulo_1/actividades1/solotexto_1.htm.
Carretero, Mario Desarrollo cognitivo y aprendizaje” Constructivismo y educación en: Carretero, Mario. Progreso. México, 1997. 3ra edición (2015).
Gairín Sallán, Joaquín, La Evaluación del Impacto en Programas de Formación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación [en linea] 2010, 8 (Sin mes): [Fecha de consulta: 21 de junio de 2018] Disponible en:
Marta Ruiz, Diccionario de Ciencias de la Educación, Educación XX1: Revista de la Facultad de Educación, ISSN 1139-613X, ISSN-e 2174-5374, Vol. 13, Nº 2, 2010.
Martínez Rizo, Felipe, La Evaluación Formativa Del Aprendizaje En El Aula En La Bibliografía En Inglés Y Francés. Revisión De Literatura. Revista Mexicana de Investigación Educativa [en línea] 2012, 17 (Julio-Septiembre): [Fecha de consulta: 11 de mayo de 2018] Disponible en:
Ortiz Granja, Dorys, El constructivismo como teoría y método de enseñanza. Sophia, Colección de Filosofía de la Educación [en línea] 2015, [Fecha de consulta: 2 de junio de 2018] Disponible en:
Rodríguez Padrón, Violeta. 2012. La Escuela Socio- Histórico – Cultural. Fundamentación de una concepción pedagógica. Tomado del folleto: Pedagogía. Editado en la EIEFD.
Sánchez Santamaría José, Evaluación de los aprendizajes universitarios: una comparación sobre sus posibilidades y limitaciones en el Espacio Europeo de Educación Superior. Revista de Formación e Innovación Educativa Universitaria. Vol. 4, Nº 1, 40-54 (2011).
Sarmiento Santana Mariela, Universitat Rovira I Virgili La Enseñanza De Las Matemáticas Y Las Ntic. Una Estrategia De Formación Permanente. ISBN: 978-84-690-8294-2 / D.L: T.1625-2014.
Vázquez Verdera, V. (2015). El aprendizaje-servicio: una estrategia para la formación de competencias en sostenibilidad. Foro de Educación, 13(19), 193-212. doi: http://dx.doi.org/10.14516/fde.2015.013.019.009.
Article Sidebar
Article Details
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Mirella del Pilar Vera Rojas, National University of Chimborazo, Riobamba, Ecuador
Professional in Philosophy and Socio - Economic Sciences and Doctor in Planning and Curriculum Design from the National University of Chimborazo, Master in University Teaching and Educational Research from the National University of Loja. Research Professor at the Institute of Science, Innovation, Technology and Knowledge of UNACH; Academic Vice Chancellor of the Technological Institute of San Gabriel of the city of Riobamba 2004-2010 and candidate for the scientific degree of Doctor of Pedagogical Sciences from the University of Havana - Cuba.
Evelio C González Sánchez, FUNDEL Training Institute, Latacunga, Ecuador
Graduated in History at the University of Havana, he is MSc in University Teaching and Postgraduate Specialist in Research Methodology. He is currently President of the CAPCI (Center for Pedagogical Support and Integral Training) and instructor at the FUNDEL Training Institute in the city of Latacunga imparting reinforcement of knowledge in the areas of Linguistic and Public Speaking.
Luis Antonio Vera Rojas, Polytechnic School of Chimborazo, Riobamba, Ecuador
Doctor in Mathematics and Master in Applied Mathematics Mention Mathematical Modeling and Numerical Simulation of the Polytechnic School of Chimborazo. Director and Professor of the Physics and Mathematics Degree at the ESPOCH Faculty of Science, where he has taught the Mathematical Calculation and Descriptive and Inferential Statistics chairs.
Segundo Chávez Arias, Higher Technological Institute "San Gabriel", Riobamba, Ecuador
Research Professor of the San Gabriel Higher Technological Institute of the city of Riobamba, winner of research awards at local and national level.