Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes

Nina Hidalgo, F. Javier Murillo

Resumen


La evaluación de los estudiantes es una de las prácticas docentes que más inciden en el aprendizaje y desarrollo de los estudiantes, especialmente porque determina su vida presente y futura. Numerosos estudios han evidenciado la relación entre cómo evalúan los docentes y sus concepciones sobre evaluación. Fruto de su importancia, el estudio de las concepciones de evaluación va adquiriendo fuerza en las últimas décadas. Por ello, el presente estudio busca profundizar en los estudios actuales que se centran en conocer las concepciones sobre evaluación. Para lograr dicho objetivo hemos estructurado el artículo en tres partes. En primer lugar, ahondamos en la definición de las concepciones y su concreción en el ámbito educativo y evaluativo. En segundo lugar, revisamos las investigaciones de concepciones sobre evaluación en cuatro direcciones: a) los tipos de concepciones, b) los factores que inciden en su diversidad, c) la relación entre las concepciones y la práctica evaluativa y d) otras investigaciones sobre concepciones. Por último, cerramos el presente trabajo con unas reflexiones acerca de lo que hemos aprendido de los estudios analizados relacionados con las concepciones sobre evaluación así como la propuesta de futuras líneas de investigación centradas en aquello que aún nos queda por saber de las creencias implícitas sobre la evaluación del aprendizaje de los estudiantes.

Descriptores: Evaluación de Estudiantes, Concepciones, Concepciones sobre evaluación, Práctica evaluativa

 

Conceptions about Assessment Process of Students’ Learning

Students’ Assessment is one of the teaching practices which most affect into learning and development of students, especially because it determines their present and future life. Numerous studies have demonstrated the relationship between how teachers assess and their conceptions about teacher’ assessment. As a result of its importance, the study of assessment’ conceptions has gained strength in recent decades. Therefore, the present study seeks to deepen into the present studies that focus on knowing the conceptions about assessment. To achieve this goal, we have structured the paper into three parts. Firstly, we delve into the definition of conceptions and their concreteness in the educational and evaluative field. Secondly, we review the group of researches on assessment’ conceptions in four directions: a) types of conceptions, b) factors that affect this diversity, c) the relationship between conceptions and assessment practice, and d) other studies related to conceptions. Finally, we close the present work with some personal reflections about what we have learned from the studies analyzed related to assessment’ conceptions as well as to propose future lines of research centered on what still remains to be known about implicit beliefs of students’ learning’ assessment.

Keywords: Students’ assessment, Conceptions, Assessment’ conceptions, Assessment practice.

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Referencias


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DOI: http://dx.doi.org/10.15366/reice2017.15.1.007

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