dc.creator |
Marcia Prieto |
|
dc.creator |
Gloria Contreras |
|
dc.date |
2008-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:22:39Z |
|
dc.date.available |
2015-07-20T22:22:39Z |
|
dc.identifier |
0716-050X |
|
dc.identifier |
0718-0705 |
|
dc.identifier |
https://doaj.org/article/b7a4750b6cff4b2aac49164863a44967 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/20733 |
|
dc.description |
La evaluación escolar se ha convertido en el último tiempo en un tema de gran preocupación, debido a la creciente evidencia que señala que se desarrolla con sentidos y prácticas que, más que apoyar al aprendizaje de los estudiantes, lo obstaculiza. En este artículo se desarrolla una revisión analítica de los sentidos asignados a la evaluación en la actualidad. Se destacan resultados de estudios nacionales e internacionales referidos a los sentidos y concepciones que estarían orientando y determinando las prácticas evaluativas de los profesores básicos de matemáticas y lenguaje, dada su importancia y efectos posteriores en los estudiantes. Se concluye la necesidad de develar e investigar las concepciones subyacentes, revelando los sentidos asignados a sus prácticas evaluativas, dadas las importantes repercusiones en el itinerario de sus estudiantes.<br>School assessment has turned into an important issue to be analysed. A growing amount of evidence has diclosed the fact that its direction and practices are not favouring students learning but rather obstructing it. This paper develops an analitical review of findings reported in some national and international studies dealing with teachers beliefs about their meanings of assessment. Special attention has been given to Mathematics and Literacy primary teachers beliefs, mostly because of the subsecuent long lasting effects in students. On the bases of the reported evidences it is concluded the necessity of researching and dis-closing teachers ideas about assessment, so as to bring out the impact of their beliefs in their their practices, taking into account the critical repercussions in the students school itinerary. |
|
dc.language |
English |
|
dc.language |
Spanish |
|
dc.language |
Portuguese |
|
dc.publisher |
Universidad Austral de Chile. Facultad de Filosofía y Humanidades |
|
dc.relation |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052008000200015 |
|
dc.relation |
https://doaj.org/toc/0716-050X |
|
dc.relation |
https://doaj.org/toc/0718-0705 |
|
dc.source |
Estudios Pedagógicos (Valdivia), Vol 34, Iss 2, Pp 245-262 (2008) |
|
dc.subject |
evaluación del aprendizaje |
|
dc.subject |
concepciones |
|
dc.subject |
creencias |
|
dc.subject |
conocimiento profesional docente |
|
dc.subject |
prácticas evaluativas |
|
dc.subject |
school assessment |
|
dc.subject |
teachers beliefs |
|
dc.subject |
teachers professional knowledge |
|
dc.subject |
assessment practices |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
LAS CONCEPCIONES QUE ORIENTAN LAS PRACTICAS EVALUATIVAS DE LOS PROFESORES: UN PROBLEMA A DEVELAR Teachers' conceptions that inform their assessment practices: a problem to be disclosed |
|
dc.type |
article |
|