Análisis de las prácticas evaluativas en el área de matemáticas, grado noveno de la Institución Educativa Presbítero Daniel Jordán, Cúcuta
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Fecha
2020
Autores
Bautista Rivera Sandra Juliana
Sandoval Suárez Lenin Leonardo
Sandoval Suárez Uliana Patricia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio se centra en el campo de la evaluación educativa, tomando como referencia el bajo rendimiento que a nivel disciplinar se evidencia en los procesos de evaluación interna y externa, tal como se refleja en resultados institucionales y en la prueba Saber presentada en el año 2017 por los estudiantes del grado noveno. Por lo tanto, se buscó comprender la trascendencia de la postura paradigmática evaluativa del docente en el área de matemáticas frente a los procesos de calidad educativa. Esto se logró abordando tres momentos en la investigación, primero, se confrontaron los resultados de las competencias básicas de las evaluaciones institucionales frente a las pruebas de calidad estatales, segundo, se interpretó la concepción paradigmática del docente frente a las prácticas evaluativas, y finalmente se realizó una propuesta de orientaciones básicas al currículo de matemáticas con el fin de fortalecer los procesos evaluativos frente al desarrollo de competencias se realizó un abordaje bajo el enfoque cualitativo, y el método hermenéutico, se contó con fuentes documentales, como los referentes curriculares del Ministerio de Educación y de la Institución Educativa, además participaron 6 docentes, a los cuales se les aplicó una entrevista semiestructurada.
Se evidenció debilidad en la propuesta institucional para afrontar las competencias básicas evaluadas en la prueba Saber, además de posturas tradicionalistas frente a las practicas evaluativas por parte de los docentes, y poca apropiación del modelo pedagógico de la institución. Se resalta que, a pesar de las falencias en las estructuras de los documentos orientadores, los docentes desde su visión del área intentan desde sus posturas pedagógicas y didácticas establecer la importancia que tiene para las matemáticas el manejo del lenguaje propio del área y que hace parte de la competencia comunicativa.
Se recomienda asegurar la apropiación por parte de los docentes del modelo pedagógico de la Institución, el diseño de estrategias orientadas desde los referentes teóricos planteados en la propuesta curricular, además de plantear encuentros docentes al interior del área, donde se compartan experiencias que permitan fortalecer la planeación curricular
This study focuses on the field of educational evaluation, taking as a reference the low performance that at the disciplinary level is evidenced in the internal and external evaluation processes, as reflected in institutional results and in the Saber test presented in the year 2017 for ninth grade students. Therefore, we sought to understand the importance of the paradigmatic evaluative position of the teacher in the area of mathematics in the face of educational quality processes. This was achieved by addressing three moments in the research, first, the results of the basic competencies of the institutional evaluations were compared with the state quality tests, second, the paradigmatic conception of the teacher was interpreted against the evaluative practices, and finally the made a proposal of basic orientations to the mathematics curriculum in order to strengthen the evaluative processes in the face of the development of competencies, an approach was carried out under the qualitative approach, and the hermeneutical method, there were documentary sources, such as the curricular references of the Ministry of Education. Education and the Educational Institution, in addition 6 teachers participated, to whom a semi-structured interview was applied. Weakness was evidenced in the institutional proposal to face the basic competences evaluated in the Saber test, in addition to traditionalist positions in the face of evaluative practices by teachers, and little appropriation of the pedagogical model of the institution. It is highlighted that, despite the shortcomings in the structures of the guiding documents, teachers from their vision of the area try from their pedagogical and didactic positions to establish the importance for mathematics of the use of the language of the area and that is part of communicative competence. It is recommended to ensure the appropriation by teachers of the Institution's pedagogical model, the design of strategies oriented from the theoretical references raised in the curricular proposal, in addition to proposing teacher meetings within the area, where experiences are shared that allow strengthening the curricular planning.
This study focuses on the field of educational evaluation, taking as a reference the low performance that at the disciplinary level is evidenced in the internal and external evaluation processes, as reflected in institutional results and in the Saber test presented in the year 2017 for ninth grade students. Therefore, we sought to understand the importance of the paradigmatic evaluative position of the teacher in the area of mathematics in the face of educational quality processes. This was achieved by addressing three moments in the research, first, the results of the basic competencies of the institutional evaluations were compared with the state quality tests, second, the paradigmatic conception of the teacher was interpreted against the evaluative practices, and finally the made a proposal of basic orientations to the mathematics curriculum in order to strengthen the evaluative processes in the face of the development of competencies, an approach was carried out under the qualitative approach, and the hermeneutical method, there were documentary sources, such as the curricular references of the Ministry of Education. Education and the Educational Institution, in addition 6 teachers participated, to whom a semi-structured interview was applied. Weakness was evidenced in the institutional proposal to face the basic competences evaluated in the Saber test, in addition to traditionalist positions in the face of evaluative practices by teachers, and little appropriation of the pedagogical model of the institution. It is highlighted that, despite the shortcomings in the structures of the guiding documents, teachers from their vision of the area try from their pedagogical and didactic positions to establish the importance for mathematics of the use of the language of the area and that is part of communicative competence. It is recommended to ensure the appropriation by teachers of the Institution's pedagogical model, the design of strategies oriented from the theoretical references raised in the curricular proposal, in addition to proposing teacher meetings within the area, where experiences are shared that allow strengthening the curricular planning.
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Palabras clave
Evaluación, Prácticas evaluativas, Competencias, Didáctica, Matemáticas, Evaluation, Evaluative practices, Competencies, Didactics, Mathematics
