Perspectivas de los docentes de educación básica sobre la evaluación de los aprendizajes

Abstract

Learning assessment is conceived as a process inherent to the teaching and learning processes. The challenge is how to turn it into a tool to improve students' academic performance, in accordance with the constructivist orientations of formal education. Within this framework, the main objective of the research was to know the perspectives and practices of basic education teachers on the evaluation of learning in an urban educational institution in the city of Cuenca. For this purpose, a qualitative approach was adopted under the hermeneutic paradigm. The instrument used was the semi-structured interview. Sixteen basic education teachers, male and female, participated in the research. The findings revealed that the evaluation of learning implies a result achieved through a skill or an objective. In addition, teachers' perspectives are eclectic between traditional and constructivist assessment, because different types of assessment are used in the evaluation process according to students' needs, characteristics, styles and learning rhythms.