Moving towards evaluation as learning
The present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and f...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"
2022-10-01
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| Series: | Revista MENDIVE |
| Subjects: | |
| Online Access: | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3037 |
| _version_ | 1811196888949456896 |
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| author | Nicole Jara Aguilera Diego Cáceres Cáceres Valeria León Martínez Carolina Villagra Bravo |
| author_facet | Nicole Jara Aguilera Diego Cáceres Cáceres Valeria León Martínez Carolina Villagra Bravo |
| author_sort | Nicole Jara Aguilera |
| collection | DOAJ |
| description | The present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and forms of teacher leadership in the context of the development of an educational proposal that seeks to transform the pedagogical core to promote deep learning of boys and girls of Basic Education through critical reflection of the own training experiences. Based on a multiple case design and a qualitative perspective, two data collection techniques were used: participant observation and documentary review, and with this framework a content analysis was carried out. The main results show a pedagogical proposal based on the Project-Based Learning methodology, which highlights the importance of feedback during the educational process and learning through a globalizing and contextualized task. One of the most important conclusions is the need to make a profound change in teaching practice, since, in order to transform the pedagogical core from the evaluative approach, the ways of learning and teaching at school must be modified. |
| first_indexed | 2024-04-12T01:07:41Z |
| format | Article |
| id | doaj.art-3b6045fff74e4f17b5ab1e041dc9acdf |
| institution | Directory Open Access Journal |
| issn | 1815-7696 |
| language | Spanish |
| last_indexed | 2024-04-12T01:07:41Z |
| publishDate | 2022-10-01 |
| publisher | Universidad de Pinar del Río "Hermanos Saíz Montes de Oca" |
| record_format | Article |
| series | Revista MENDIVE |
| spelling | doaj.art-3b6045fff74e4f17b5ab1e041dc9acdf2022-12-22T03:54:13ZspaUniversidad de Pinar del Río "Hermanos Saíz Montes de Oca"Revista MENDIVE1815-76962022-10-01204121912361326Moving towards evaluation as learningNicole Jara Aguilera0Diego Cáceres Cáceres1Valeria León Martínez2Carolina Villagra Bravo3Universidad Católica Silva HenríquezUniversidad Católica Silva HenríquezUniversidad Católica Silva HenríquezUniversidad Católica Silva HenríquezThe present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and forms of teacher leadership in the context of the development of an educational proposal that seeks to transform the pedagogical core to promote deep learning of boys and girls of Basic Education through critical reflection of the own training experiences. Based on a multiple case design and a qualitative perspective, two data collection techniques were used: participant observation and documentary review, and with this framework a content analysis was carried out. The main results show a pedagogical proposal based on the Project-Based Learning methodology, which highlights the importance of feedback during the educational process and learning through a globalizing and contextualized task. One of the most important conclusions is the need to make a profound change in teaching practice, since, in order to transform the pedagogical core from the evaluative approach, the ways of learning and teaching at school must be modified.https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3037autoevaluaciónautorregulaciónevaluación como aprendizajeevaluación para el aprendizajeliderazgo docentenúcleo pedagógicoreflexión. |
| spellingShingle | Nicole Jara Aguilera Diego Cáceres Cáceres Valeria León Martínez Carolina Villagra Bravo Moving towards evaluation as learning Revista MENDIVE autoevaluación autorregulación evaluación como aprendizaje evaluación para el aprendizaje liderazgo docente núcleo pedagógico reflexión. |
| title | Moving towards evaluation as learning |
| title_full | Moving towards evaluation as learning |
| title_fullStr | Moving towards evaluation as learning |
| title_full_unstemmed | Moving towards evaluation as learning |
| title_short | Moving towards evaluation as learning |
| title_sort | moving towards evaluation as learning |
| topic | autoevaluación autorregulación evaluación como aprendizaje evaluación para el aprendizaje liderazgo docente núcleo pedagógico reflexión. |
| url | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3037 |
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