La evaluación de los aprendizajes en educación básica: entre el discurso y la práctica

Abstract

The literature indicates that evaluating learning goes much further than simply obtaining or assigning grades, rather, it refers to a continuous, formative and sequential process that facilitates the improvement of the learning process, however, at present it is evidenced that the theory implemented, it loses its meaning and continues to reduce the process of assigning grades. In this sense, the importance of reviewing the relationship between theoretical discourse and evaluation practice is highlighted. The purpose of this research is to demonstrate bibliographically the existence of a relationship between the discourse of Basic Education teachers and what is really applied in the evaluation of learning. For this, a documentary-type investigation is carried out with a focus on a constructivist perspective, where it is rescued as the main results that teachers in training and in service need effective and quality training that uses the constructivist framework within the particular evaluation, in addition of the existence of several limiting factors for an adequate adoption of the evaluation of learning in a constructive way, one of the most important being the conception of teachers about evaluation.