GI PA
Te ee
UN
ed on
PR
OC GN
VO
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C on on s
mo
e va va l a c o n e d
pancramica
a:
D e n trtr o d e a s a u la la s , m u c ho h o s p ro ro fe fe s o re re s c o n titi nu nu a n r ea e a lili za za n d o p ra ra c titi ce ce s e v al a l ua ua t v a s p o rc rc o s u m b r
capitulo
sill tener u n
h a bi bi t
e f e x 6 n s u c ie ie n
rs n si si o P oc o c o e pa p a ra ra n e n l a c o m p rs
ob
h ac a c e d es e s d u n perspective n o r m a titi vo vo - in in s titi tu tu c io io n a l
veces
optics m a s p ed e d ag a g 6g 6g ic ic a q u
p u a me me n
e cn cn ic ic a
evaluacion
qu
ha
el
practices e va va lu lu a v as a s , c om om o q u s u c r b e u n c on o n ce c e pc p c io io n d e i s rn rn o r ep ep ro ro d uc uc t v a d e l m is
En
un
a re re a q u
qu
s os os t e n
L a c o ns n s ec e c ue ue n c a s s o
a c u a d ad a d , c as as i a d o s o s q u
m pe pe r o s
p e rc rc us u s io io n e n n i n g u n a e pe
mn
S i e m ba b a rg rg o , este c am am b n te te r e ta ta t
en
en do
e sp sp on on d
e su su e
d e o rm rm a c oh oh e e n
mp
contribuye
e le le cc cc io io n
rf de as desde
aprendizaje.
qu
n vo vo l c r
a p l c a ci ci o
la acentuacion
e n o s e su su l a do d o s d e a p e nd n d iz iz a e ;
a c v am am e n
e n p ro ro m ov ov e
d ec e c i o ne ne s
d e i ns ns trtr ur ur ne n e n to to s
d e p ro ro fu fu nd n d a s " pa pa to to lo lo g fa fa s e va v a lu lu a
a q ue u e llll a o trtr a
e n u n a c on o n c ep e p c o n r ec e c ep ep t v e
na
l a e n s e fifi a n z
e n o s c u rr rr fc fc u lo lo s
carnbios p ro lu a c i o n ro fu fu n do d o s e n l a e v a lu
lo supuestos c a m b io io s oedagoglcos e n
ensefianza
tendran
educativo.
e va va lu lu ac a c lo lo n e sc sc o a r d e b e hacerse c a n c ie ie r
am
o ra ra s
d e irnpulsar s i m u l t a n e a r n e n t e
rncditican, dispositive
e rm rm i
1 2 1 c re re d itit ac ac io io n ,
o n e r d o e n u n p ro ro b e m co
ma
evaluan
e ns n s e a r d eb e b e e s a r e n u nc n c i6 i6 n .delo q u
qu
n ec e c es e s id id a
evaluacion n o
ar
as q u e e v id id e n te te s .
p a c ip ip a
educative. S i a s practices
c ue u e s o na n a r e l e n d o d e a s m is is ma ma s
d e p ro ro ce ce s d e e n s e f i a n z a
se ha
T a sirnplificacicn
e va v a lu lu ae a e io io n c en en t a d
escolares, r e c o n o c e n tambien
emp
l a e v a u a c io io n
d e n od od a
estan
es pe mi
fa si s i s e n la c a lili titi ca ca c io io n c o n e n fa
o m a d ec e c i o ne n e s e n b en en e c i
a u o re re s s e a la la n q u
D e h ec ec he he , a lg lg un un o tecnicas
e s perrnita
qu
e l q ue ue , e l porque
os
a s p ro ro b e rn rn a c a
rurnbo, e s
e s se e qu qu ie ie r
de un ma co
a vo vo r d e a p r e n c i z a l e
e du d u ca ca t a s
mo
e cn c n ic ic as as , n o m a t a s
n s u c o na n a le le s
o c a le le s q u
I e a c c m pa pa r ia ia n .
E va v a lu lu a d es es d c on on s d e
p e s pe pe c v e c on o n s u c v is is t
qu es un
p ro ro m o e r u n
pa
ensenanza
n o e n o bs b s ta ta cu cu l z a u nc n c io io na na l p a
n te te g a l d e d ic ic h v er e r da d a d er e r am am e n t
c om o m o oc oc u
os
ca
e s e f e x o na n a r s ab ab r
de en efan
proceso. B u s c a p o n e r e n p r m e r termlno
a d ap a p ta ta t v a q u
e va v a lu lu ac a c io io n
at end
a d c io io na na l d e
d iv iv e s id id a
b e e ro ro r e gu gu la la c o n
a p e nd n d iz iz a e , p o q u
l a s d e c is is io io n e s pedagogicas,
de alurnnaco.
r eg e g u l ac a c ~ o d e la ensefianza
g u la la c o n la a u o r e gu
o s a lu lu mn mn o
se para
R ad a d ic ic a e n p r o r n o v e r ,
a c o n e m p s ta ta , a p s nd n d iz iz a e s c o
u mn m n os o s . C on o n s s t e n o cu c u pa p a rs rs e d e p ro ro b e m a de
sp as as o d e u l m o , e n a vo vo re re ce c e r e l a sp
e l p ro ro ce ce s
co
va or
e l a p e nd n d i a je je ,
en do
po
en ma er
d e aprendizaje
valuacion.
a n o , o s p ro ro b e ma ma s d e
evaluacion
a n d ec e c an a n ta ta nd n d o a vo vo ra ra b e m en en t
r icic o -c -c o n ce ce p tu tu a l p o te te n te te , q u e p e rm rm i t
r e co co n c e p u a l z a r
escolares
c on o n s u c v a d e o s a lu lu mn mn o
b en en e c i
de
a c v ld ld a
anallzar c o
m a yo y o r c la la r d a d s u s ig ig n i c a d
una acti activi vida da tare tare
s i se e n e n a n c o
cornpleja
u n refersnte t e o en do en as au as
ismo ismo ti mp
ncce nccesa sari ri cual irnplica
educa-
Einstein su todo va lu lu a s e c ue ue n a " todo 1 0 puede e va yen consideramos solo p ue (como evaluacion u e d e n te te re re sa s a rn rn o s enserianza aprendizaje compiej iejida ida porq porquc uc le exig as de st capr capr u!o) u!o) seguira siendo-una tarea de gran comp exig 0'11 0'11ro rofe fe 01' enfrentarse problema de cara caract cter er psic psicop oped edag agog ogic ico, o, tecn tecnic icoo-pr prac acti tico co adrn adrnin inis istr trat ativ ivoo-in inst stit ituc ucic icna na sociocultural di Hcil Hciles es de abor aborda dar, r,
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C0l110
cono conoce ce
lo Iact Iactor ores es
er sa
Si 11 la activid actividad ad
se ul ~l
iluat
C"
ocurr«
to li ci
acci accion on doce docent nt
progre-
algo sobre nsen nsen nr
p u d e a p re re iu iu l u ]« ]« ,
rcsuluulos
Ins
2 00 00 0
de lo proc proc dimi dimien ento to
Iflili:odos, dria dria os
argu argurn rncn cnlo lo
sufi sufi ieru ierues es
para para pr po er corr correc ecci ci ue
mejoras
otra
3.
ta co epci epci
im li tu
(0
Xs
modo
concepcion
lre
como
unidircc .iorial, prom promuc ucve ve apre aprend ndiza izajes jes rece recept ptiv ivos os 'poco signifi-
vcrb vcrbuli ulista sta-e -e posi positiv tiv
catlvos conocirniento practice
I"clcil
mas alurnno
como como doce docent nte. e.
Pero
la
posi bit' 'in la -valu -valuac acio io
ll
io JI:,ia
li ca
ac
ticmpo
crfticarn
nLe.
para trcs
toda toda
Marlin,
important
curricular. nsi6n re
la practicas
de evalua evaluacio cion, n,
rnen rnensi si (in normativa.
lu marco ambito tes: ~igllicn tes: LlJ1
III-
mode modele le
teor teoric icoo-co conc ncep ep
ILIa!.
un plarueamiento
curr-icular
10 el iv
conjunio
detcrrninado. Ii>-
En
c/wI, cudndo
evaluar,
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-.....
Constructivismo
evaluaci6n educativa
por
uil11t;llsi(lIl
or na
i1SI!lli( li()'i )'i l"t'Ia l"t'Iacim ciml:: l::dos dos I,),; i1SI!l
mp
mi
el
luctorcx
C Oi Oi 1
un lu
CI1111(
1.11l'i(11i
,yl
ul
or nirc
11 "1
'd,
C".IITil'ltlill 11<111 Ie
vidudc-, e\'aILLHI i\
en
III
refere nte psicop psicopeda edagog gogico ico
pueden
las actividadcx
'1 Ii le II
convertirse
en pn .:li .:li
iL'Cllicisla
que priv privil ileg egic ic
..
acadernico. iql1e 'Y para qu
evalu.u:
ell:
que potencie
los a l u m n u s . ul hU afroniar estes
dOl'l'l'
cl proc proces es
.llcvionar
(Sale .y ColI,1993),
aprendizaje-evaluacion
asu
ense ensena nanz nzaa-
capitulr ,tlgull.1S
Lo
conceptuales
consideraciones
pers perspe pect ctiv iv
sena senala lada da
losinstrumentos
qu
~ es es p e s
teclicas
u zg zg a rn rn o
relevantes lo asun asunto to
a rn rn p a m o
scol scolar ar dc dc In
it liar 1 . . : 1cvaluacion
para
rela relaci cion onad ados os
m,
qu
I(;s
lecror querernos Ie r e e x o n
desd desd el marc marco' o' cons constr truc ucti tivi vist st tecnico-practicos sobre
110
iecnicas, ni tumpoco
capt
s ab ab r
qUL'
de
LIIIlll"
II
utrea
sc e l [ '
1'1'(1/11(1/
il'a
'Ispectrls
Sl prcsen prcsenta ta
Lie'
Ys
s e d e sa sa rr r r ol ol l
com 1 1 1 1
Ie
',l'
ello o1)
rodo.
qu
10:,
:111<.11
iu'
Ie iniere inieresa. sa.
me
proceso
ensefianza
re Cu
os
"evaluacion" irnportancia
particular,
xiutacion
caracterfsti
in duda, Ia ract(JI'('~
(k
01,
ru-
la definen. Ev
b ia ia , 2 00 00 1
nplica
IlLO
o rb rb a
Ii
C as e a s
19
Mi
I'W;
seis seis
spec specto to
to s S a e , 1 9 0 ; S a n to
ceru cerura ra cs (Coli, 19
> I f , 19HH):
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LQue e s e lJ l J a \u \u a r
orcceso
de ' e n s e n 3 n 2 3 'I aprend\2aje!
v I n tnformacton,
fklinicios
el producto
qu
1:'111
1~17(J
si:,!ell1atw.1.cicin
l~ara.la.
;ntI1iIllCL,necesaria
perr perrni ni
=:»:
post post rior riorrn rn nt
It! informacion.
La
instrurnentos SL
nos aproxirna
instrurncntos (!
COIl
que
vamos
cvaluar. ObLCIlCi61' de
'1
xcra xcra posi posibl bl
conslruir
i llll /
nfor nfor ac on
r e p r eess c n ta ta c i o
le
mas
de gn
bl
d e objeto d e e vvaa lu lu a -
cion, dcrerminada
la prl'cisi6n ln pcrt pcrt ncnc ncncia ia
los valu valu i-
POI":
ndicadorcs,
ns ru eruo eruo y/
scritacion 'j.
fuentes
torna
Ln ('/uisiou
d e i ui ui ci ci os os . .valuacion,
cual
na interpretacion
sabre c 6 1 1 1 0
hasta
ue
inleresa
valu valu r. Lo
uici uicios os
SIC:
instituciones,
L rr rr t on on t porque
tlecisiones. Ia
"y
yi vel'
<,
acrc acrcdi di cion cion
Ia
DL
CORK)
de cara caract cter er
la calificacion,
la
rt fica fica io n te te rp rp re re ttaa c o n
c on on s
eva-
c t v is is t
Lilla
diclros
de ense ensefi fian anza za), ),
no
cuenia
aprcndizajes
case,
aprendizaje clocente su
entonces,
e l i n te te r io io r luacion paru Ell
en el proc proccs cs
jora jora cs1a cs1ar; r;.' .' gi duca duca iv s, rc ac on qu
enserianxa
aprendizaje). :ap
unqu unqu st bl cn
qu e
mas
la comp comple leja ja
e que pueden
tomar
':011
lIll
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C o ns n s t u c v is is m o
eva uac 6n
e d uc u c at a t iv iv a
roce roceso so de enxc enxcfi fian anza za
r am am e n i
dtrigida In
u st st i i c
l'OIlIU
til'
ci
In:1
wnbdl"
Es
II ~i110 lal1lbi~n
la pnic pnic
t'SII'c!ll'-
g in i n s d e e n sc sc f a nz nz a Si;,
mb rgo, rgo,
e rn rn p
las praci
ec pe
Cu
cornunmentc
Finalidades
ee os
de
n se se f a n d e a eu eu e d o
objetivos
de
marca-
on
liLlllk
el
o ce ce s
de
d e l a lu lu m -
el
bloqueos.
du erod
s e e x t e nd n d e e l p ro ro ce ce s ensenanza
dificul-
De
od
Adaptacion
vldades
Proporcional'
ayudas
zaje: inieio
II>
(inicia/). blemas.
ceso
actividades amphad e e fu fu er er z
o rm rm a t v a
Plantear
;final (sumativa). R e s u t ad a d o s percisles del.
de
act:
ensenanza
aprendizaje:
aprendi-
.Du
aprendizaje
C'Il;; C'Il;;Er Er UHI'
on
qu
la tare tare
tades
Vu
11
Re an
F un u n c o n am a m ie ie n t
dos.
En qu
recoge
aprendizaje. no an
cion,
I'
segun
el
ad
realizacio-.
objetivos.
o s a lu lu m n os os .
Re
plarufr-
cacion d e a s s ec ec ue ue n c ia ia s d e a p e nd n d lz lz a e ,
Da o s o b je je t v o s
logro p ro ro pu pu e s o s .
Re o s a lu lu mn m n os os ,
Ill'
e va va l a c n .
informaCion
Ev
.y a p e nd n d iz iz a
b! au a,
n c o u pedagogics
p ed e d ag a g 6g 6g icic a
Mejorar
'11
n a d e c ic ic i e n e la la c
eurs tiva).
d e e ad ad a
t s um um a t iv iv a - a cr cr e d itit a -
sultados I>
obtenidos.
Califir.aci6n.
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Caracterfsticas
L8 situ situac acio ione ne tcncionalidad
cion
duca ducali liva va
explicita,
qu
':
se ar cter cteriz izan an esta esta
og
gu IXII',l
plan planif ific icad adas as activi vida da la acti
S8
n cn c n te te , cl
la luncion
p ed e d ag a g og o g ic ic a
qu e n . ef ef ia ia n z
d e 1 3 e va va l a c o n
II)gl'O
educ educat ativ iv
Iu
disef disefia iada da
aprendizaje
5e
lado, pc)!' uraleza socialcs. T od od a p ro ro pu p u es es i ide':,1 (Ie 1,'(1n10 lo I' '1 iei In cvalua cvaluacio cio curnplc Po
para para un e v a l u a c i o n
pOI'
pcns 1 i ': C(')1110 sc pcns
OC Ti
dire direct ctri rice ce
ende,
Im
provec ecio io soci soci un prov
11:11
SLIS
.Y cultural
m e i a s so l i cierto y/o
comunidad
sociedad
1.21
lo
Ia cultura
capacidades CICl'l't'I' dctcrrninadas Por cllo, cipio
om
asurnir
Colly
11
compatibles en tanto
COIllO
pcdagog:ica
L~l l'ullcic'}!1 III
praclicas 'cli 'cli la
ser miembros de ella, eiertos roles dentro la misr misrna na
is Il1
CS lundamcruul
un
proces es educ educat ativ ive. e. el proc durante despues del
ocurre cl proccso (antes,
rnientras
« : xenrido es que ell muchas
que ha ocurrido
o ca ca s o n
. .,., s
ns
hall
como
no
qu
pu de
de
pcnar en la comp compre rens nsio io
ell' las p r a c i
1I
n mo mo s
,-:0
na
directrices pa structivista
iert iertos os I f l 1 l i L C S , do
p ad ad r
supe supedi dita tada da cali cali icac icacio io In sobrev eval alor orad ad la eval evalua uaci cion on surn surnat ativ ivaa-ac acre redi dita tati tiva va se ha sobr como icaclo lon. n. je arqu arqu izac izaci6 i6 .Y que errnitc la cl si icac evaluaci6n
C01110
no d,
Ca
el irn-
rnuchas general
II
radicalrnente
d e e ns n s en en an an z
proceso
pone pone le
ot
de familia, "H.Je lil~lci6n (particularrncntc,
C01110
corresponde
regu regula laci cion on
el
dcntrn
do ba
dade el lugar rni-(; rni-(;Cl Cl 11r c p ap ap e
prin-
eval eval atio atio
constructivista
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Cons Constr truc ucti tivi vism sm
evaluac evaluacion ion educativ educativ
ai
J.
lallili
u-nbl u-nblc~ c~ lcal lcal
11ivel ivel
10,
Tnt! Tnt!
cl
,L
ri ileg ilegia ia
ua
m[tS cornplcjos
por
la llnid'ireccionalidad
evnluacion)
le (el:.!a
~Ol11Pcl ~Ol11Pcll'.'n l'.'nL'ia L'ia
papcl. relaci6n
el
prender los conten contenidos idos l;ls .\
los alumnos
.nsc .nscfi fian anza za
que casi siernpre
'-
'L'CCS
de
IW
[ormu
crucrios el porq porque ue
POl' tanto,
parl
t~:,decil',
II
Ck'!:L,
todo
luncio io la lunc
y/o evalua por medic
soci social al de la educac educacion ion
PIT\'
0q los alurn alurnno no
'! ell partic particula ular, r,
lu evalua evaluacio cio pensuruic
qu
la tran transf sfer eren enci ci o d
y/o
csporuanca
pan norma
exce excele lenc ncia ia
arbi arbiir irar aria ia
(1
qUL'
ell' una
abstracta, exilO)
real realid idad ades es soci social alme ment nt
cons cons ruidas".
(I>-
ve de eual el prime primero ro apliquen,
los
etcetera,
"1
que le pued pued
pasa pasar" r" l'0111 l'011111 '01
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C,olac\'Clio;;\\c.o:s
t_\~n1Ocomcwia Pcrn.:nmld l 2 \ ) C Y 6 ) . si \')\en _Oil lu \lIS pn:SLI'I LI.'que que con;,li uvcn 11 obstac obstaculo ulo
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d e a pr p r cn cn di d i ta ta ie ie .
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en
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1992 1992 Mira Mira
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Cons Constr truc ucti tivi vism sm
eval evalua uaci cion on
educ educat ativ iv
en el trat tratar arni nicn cnto to
de los conteniclos l'urriL'ld,lll::--, Poco lrnpo.tun ue SC' vincula I l1l1 U P OL ell lo OL 't ) lu conccimientos cxperiencias )11"'\'i<.1:, cvnluncion ncce ncce ario arios: s: ea as adelantc al
superficial
0, procesarniento
C01110
II>-
interpretacioues sig1'll/lcrl1 ivas ivas ."valiosas ."valiosas de los cont conten enido ido
revisa revisado dos, s, los alurnnos
an sido capaces
de auib auib ir
se id
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\'a\m-/IU1ciol1ri/
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dich dichas
intc intcrp rpre retu tuci cion ones es
de
arca
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Ap nd
s o p ue ue d a lr lr nu nu rs rs e indicndorus que: ga O I ulti ulti o, e~ gual gual nstr nstr rnen rnento to de eval evalua uaci ciou ou I~I
sign signif if cati cativi vida da estr estrat ateg eg as
de 10 aprendido (Call
eval evalua ua ivas ivas
qu perper-
la
Martin,
1993 1993), ), Sera Sera
mejo mejore re
anif anifes esta ta
aquellos
si[!,lIijic(l/itliliw/
instrurncn
lOS
(que (que nque nquell llos os 0ap
o b e L v id id ac ac i
qu
alurnnos. part partir ir deaq deaque uell llo, o, Pero Coll sign signif ific icad ados os cons constr trui uido dos, s, pariimos entendersc
(que
("Cl'll
amulitud
e l n iv iv e d e c on o n tp tp le l e iiii da da d
Ausubel, vinculacion inte interc rcon onex exio io
COil
IllS
debt, senu senuin inti tica ca
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Ausu Ausube bel, l, Nova Nova
lIll uprcn-
conten en do qu sc quie quiere re aprc aprc dc es 1£ cnci cnci de el cont port nida nida en si uaci uacion on didricticu dv la port realizar apre aprend ndid ido. o.
expl explic icar arlo lo
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Caracterlsticas
se n an an za za , aprcndiza ic Gi 10 objetivos d e e n se
ri():ri():- de signi signi llcati llcativid vidad ad que
ni lo
to
crrn crrnit it
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C o ns n s trtr uc uc t v is is m o
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valorar
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mo la
ct
la natu natura rale leza za
ca
crmi crmi
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procccli
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mcncionado.
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para decidir
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