La evaluación formativa visión transformadora de la práctica educativa en la educación básica secundaria
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2018
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación doctoral ahonda en la compleja y creciente problemática de la evaluación educativa y devela elementos de reflexión que permitan desde una perspectiva formativa y multidimensional transformar la educación básica en Colombia. Pero para modificar el proceso educativo, se requiere adentrarse en la concepción presente en los docentes que determina sus acciones y que modifica a su vez la evaluación, enmarcada en este momento en una ineficiente practica evaluativa, lo que ha llevado a la educación a perder su fin principal de la formación integral en valores y para la vida, y es entonces cuando se plantea la pregunta, ¿Cómo a partir de una manera diferente de entender la evaluación, es posible atender los requerimientos de una sociedad que le solicita su colaboración con la tarea de la formación y desarrollo del ser humano en todas sus dimensiones?
Partiendo de la premisa de que es indispensable que los docentes y estudiantes tomen conciencia del uso que en realidad se hace de la evaluación y tomarlo como punto de partida para reflexionar sobre sus prácticas y en consonancia con ellas diseñen formas de evaluar que conlleven a educar, se desarrolla la investigación bajo el paradigma socio crítico como postura epistemológica, con la investigación acción educativa desde un enfoque práctico y crítico como eje de la transformación.
La investigación explicita el análisis de las concepciones de los docentes y de su articulación con la práctica evaluativa, y a partir de allí plantea el diseño de una estrategia de formación pedagógica permanente APREIA (Auto reflexión de la práctica evaluativa mediante la investigación acción educativa), evidenciando la transformación de la concepción de evaluación actual que soporta el actuar de los docentes de secundaria, hacia la concepción de evaluación como proceso multidimensional a través del cual se adquieren conocimientos, con el fin de refractarla en la práctica.
This PhD investigation delves into the complex and growing problem of educational evaluation and reveals elements of reflection that allow from a formative and multidimensional perspective to transform basic education in Colombia. But to modify the educational process, it is required to delve into the present conception in the teachers that determines their actions and that in turn modifies the evaluation, framed at this moment in an inefficient evaluative practice, which has led education to lose its main purpose of the integral formation in values and for life, and that is when the question arises, how from a different way of understanding the evaluation, it is possible to meet the requirements of a society that asks for its collaboration with the task of the formation and development of the human being in all its dimensions? Starting from the premise that it is essential that teachers and students become aware of the use that is actually made of the evaluation and take it as a starting point to reflect on their practices and in line with them design ways to evaluate that lead to educating, research is developed under the socio-critical paradigm as an epistemological stance, with educational action research from a practical and critical approach as the axis of transformation. The research makes explicit the analysis of the teachers' conceptions and their articulation with the evaluative practice, and from there proposes the design of a permanent pedagogical training strategy APREIA (Self-reflection of the evaluative practice through educational action research), evidencing the transformation of the current evaluation concept that supports the actions of secondary school teachers, towards the conception of evaluation as a multidimensional process through which knowledge is acquired, in order to refract it in practice.
This PhD investigation delves into the complex and growing problem of educational evaluation and reveals elements of reflection that allow from a formative and multidimensional perspective to transform basic education in Colombia. But to modify the educational process, it is required to delve into the present conception in the teachers that determines their actions and that in turn modifies the evaluation, framed at this moment in an inefficient evaluative practice, which has led education to lose its main purpose of the integral formation in values and for life, and that is when the question arises, how from a different way of understanding the evaluation, it is possible to meet the requirements of a society that asks for its collaboration with the task of the formation and development of the human being in all its dimensions? Starting from the premise that it is essential that teachers and students become aware of the use that is actually made of the evaluation and take it as a starting point to reflect on their practices and in line with them design ways to evaluate that lead to educating, research is developed under the socio-critical paradigm as an epistemological stance, with educational action research from a practical and critical approach as the axis of transformation. The research makes explicit the analysis of the teachers' conceptions and their articulation with the evaluative practice, and from there proposes the design of a permanent pedagogical training strategy APREIA (Self-reflection of the evaluative practice through educational action research), evidencing the transformation of the current evaluation concept that supports the actions of secondary school teachers, towards the conception of evaluation as a multidimensional process through which knowledge is acquired, in order to refract it in practice.
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Evaluación Formativa, Concepción Docente, Práctica pedagógica, Formative Evaluation, Teacher Conception, Pedagogical Practice