La relación entre el aprendizaje situado y la evaluación auténtica para mejorar el proceso de enseñanza-aprendizaje

Abstract

The development of this research proposes alternative learning and evaluation practices, since the current educational reality has shortcomings in the coherence of these two processes. In this sense, the monographic work is the product of an investigation that is in the educational and pedagogical field, in which the analysis of two categories is proposed: situated learning and authentic evaluation. Therefore, it is intended to argue the relationship that exists between the aforementioned categories to improve the teaching-learning process through a bibliographic review of research, scientific articles, books, literature from organizations related to education, among others. In this sense, at first the proposal of educational models is analyzed in terms of the way students learn, to later address the definition, foundation and methodology of situated learning, as well as alternative methods for its implementation. In a second moment, aspects related to educational evaluation are studied, such as its chronology and typology, as well as deepening in authentic evaluation, analyzing the instruments and highlighting the importance of feedback. Next, the advantages and development of skills are proposed from the relationship of the two categories as alternative proposals to improve the teaching-learning process and contribute to the development of quality learning. It is concluded that the link between situated learning and authentic evaluation facilitates the acquisition of contextualized, lasting knowledge with greater meaning in the lives of students.