Impacto de la concepción docente sobre las funciones de evaluación en el proceso de enseñanza-aprendizaje en educación básica

Abstract

Teachers carry out evaluations in their classrooms on a daily basis, as it is a practice that has an impact on student learning and development. Several studies show the relationship between the conceptions that teachers have about evaluation and the way they evaluate. For this reason, this research was developed with the purpose of analyzing the impact that teachers' conceptions have on the functions of evaluation in the teaching-learning process. In order to fulfill this purpose, a descriptive documentary research was carried out, based on the review of bibliographic material, in addition to analyzing and synthesizing the relevant information found. In this way, the development of the research reveals that in classrooms one can still observe teachers' evaluative practices that coincide with the traditional approach, which focuses on the results and the summative function; in addition, the conceptions that some teachers have about evaluation are the product of the experiences acquired from certain factors such as: contextual, organizational and personal. Finally, in view of the fact that conceptions have a great impact on the practice and development of the educational process, evaluative proposals have been made from the constructivist approach, such as: authentic evaluation, evaluation focused on meaningful learning and evaluation and self-regulation.