Publication: Análisis del uso de los procedimientos de evaluación continua, en el proceso de aprendizaje de los alumnos, por los maestros de educación primaria en Perú
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
El docente de educación primaria en Perú, tiene muchas dificultades en su nivel de formación pedagógico y que se encuentra generalmente con problemas para evaluar y orientar a los alumnos para que mejoren su conocimiento. En la enseñanza – aprendizaje, el proceso didáctico es todo un sistema estructurado, está dividido en tres elementos fundamentales: Entradas o preparación, proceso o realización y salidas o resultados, este último que se refiere a la evaluación es una actividad importante del proceso educativo, es un proceso continuo y acumulativo, como todo proceso, la evaluación continua permite conocer datos sobre su funcionamiento y proponer los elementos de mejora o rectificación necesaria. En la práctica docente se suele confundir la medición y la evaluación, la medición que se realiza con pruebas estandarizadas y la evaluación que es un proceso integral que necesita de técnicas e instrumentos ajustados a cada situación que se va a evaluar. La función primordial del docente es educar, desarrollar en los alumnos su propio conocimiento y para orientar este proceso educativo el maestro tiene que evaluar desde el inicio, en el proceso y al final, es por eso que la evaluación debe ser continua formativa e integral. La formación de los maestros y los conocimientos necesarios de su capacidad evaluativa de docente con una evaluación continua formativa la que engloba todo el proceso de aprendizaje, tiene como misión recoger información fidedigna sobre el proceso educativo para ayudar a mejorar. En relación con lo anterior, considero la formación de los maestros como un pilar básico para el uso de la evaluación continua en el aprendizaje de los alumnos. Los maestros no sólo deben saber qué es la evaluación continua sino que, además, deben tener conocimientos básicos de técnicas e instrumentos ajustados a cada situación que se va a evaluar. Es necesario que el alumno entienda el porqué de su evaluación y para qué son necesarias. Si se les impone la evaluación sin más explicaciones, se mecanizará el aprendizaje negativamente...
Primary teacher education in Peru has many difficulties in their level of pedagogical training and is usually found with problems to evaluate and guide students to improve their knowledge. Also, the teaching and learning, the learning process is a structured whole system, it is divided into three key elements: Post or preparation, process or conducting, output or outcome, the latter referring to the assessment is an important activity of the educational process it is a continuous and cumulative process, like all processes, continuous assessment provides information on its operation and propose elements needed improvement or correction. Although, in teaching is often confused measurement and evaluation, measurement is done with standardized tests and assessment is a comprehensive process that requires techniques and instruments adapted to each situation that will be evaluated. The primary role of the teacher is to educate, to develop in students their own knowledge and to guide the educational process the teacher has to evaluate from the start in the process and in the end, it is why the evaluation should be continuous, formative and comprehensive training. Therefore, training of teachers and knowledge of their evaluation capacity of teacher training with a continuous evaluation which includes the whole learning process has the mission to collect reliable information on the educational process to help to improve. In connection with the above, the training of teachers as a basic pillar for the use of continuous assessment in student learning Teachers must not only know what continuous evaluation is but also should have basic knowledge of techniques and adjusted instruments to each situation that will be evaluated. It is necessary and essential that students understand why their evaluation and what are necessary. If they are imposed without explanation assessment, learning machined negatively...
Primary teacher education in Peru has many difficulties in their level of pedagogical training and is usually found with problems to evaluate and guide students to improve their knowledge. Also, the teaching and learning, the learning process is a structured whole system, it is divided into three key elements: Post or preparation, process or conducting, output or outcome, the latter referring to the assessment is an important activity of the educational process it is a continuous and cumulative process, like all processes, continuous assessment provides information on its operation and propose elements needed improvement or correction. Although, in teaching is often confused measurement and evaluation, measurement is done with standardized tests and assessment is a comprehensive process that requires techniques and instruments adapted to each situation that will be evaluated. The primary role of the teacher is to educate, to develop in students their own knowledge and to guide the educational process the teacher has to evaluate from the start in the process and in the end, it is why the evaluation should be continuous, formative and comprehensive training. Therefore, training of teachers and knowledge of their evaluation capacity of teacher training with a continuous evaluation which includes the whole learning process has the mission to collect reliable information on the educational process to help to improve. In connection with the above, the training of teachers as a basic pillar for the use of continuous assessment in student learning Teachers must not only know what continuous evaluation is but also should have basic knowledge of techniques and adjusted instruments to each situation that will be evaluated. It is necessary and essential that students understand why their evaluation and what are necessary. If they are imposed without explanation assessment, learning machined negatively...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 21/01/2016