Objetivo General de la
capacitación pedagógica 2003:
Evaluación del Aprendizaje
Evaluación formativa
a).-Profundizar en la confección de
diversos tipos de instrumentos de
evaluación.
b).- Analizar diferentes formas para la
formulación de un juicio de valor sobre la
información recogida en el proceso
evaluativo.
Evaluación del Aprendizaje
Bibliografía consultada:
- Santos Guerra, M.; “Evaluar es comprender”, ...
- Sacristán, G. y Pérez Gómez; “Comprender y transformarla
enseñanza”; ...
- Hargreaves, A. y otros; “Aprender a cambiar”; ...
- Stemar Kvale; “exámenes reexaminados ¿Evaluación de los
estudiantes o evaluación del conocimiento” en “Estudiar las
prácticas”; ...
- Celman, S; “¿Es posible mejorar la evaluación y transformarla en
herramienta de conocimiento” y Litwin, E.; “La evaluación campo
de controversias y paradojas o un nuevo lugar para la buena
enseñanza”en “La evaluación de los aprendizajes en el debate
comtemporáneo”; ..
Evaluación del Aprendizaje
Técnica :
organización, estructura, estrategia y habilidad
para desarrollar técnicas de evaluación.
Cultural :
significados, percepciones y relaciones humanas
Política :
relaciones de poder.
Evaluación del Aprendizaje
1 – El lugar de la evaluación
El lugar de la evaluación :
Restringida inclusión de
Procedimentales actividades que demandan
activación de contenidos
Actitudinales procedimentales.
Ausencia de referencia a
contenidos procedimentales.
Síntesis Diagnóstica a partir del Relevamiento
Realizado en el Ciclo 2002
Observaciones
Se sugiere incluir consignas que demanden fundamentación de las respuestas de modo de
conferirle mayor validez a las mismas.
PRUEBA SEMIESTRUCTURADA
Observación:
Resulta de particular relevancia el seguimiento personalizado y el rol tutorial ejercido por el
docente, quien debe promover una resolución graduada y un monitoreo periódico de la ejecución
del alumno.
LISTAS DE CONTROL / COTEJO
Observaciones
Debe formar parte de un Programa de Evaluación que incluya instrumentos de diversa naturaleza.
RUBRIC
Observaciones
De formar parte de un Programa de Evaluación que incluya instrumentos de diversa naturaleza.
PORTFOLIO
Observaciones
Debe formar parte de un Programa de Evaluación que incluya instrumentos de diversa naturaleza.
Education 690: Assessment Rubric/Criteria for Research Plan
Introduction Section Neither implicit Readers are aware of The topic is introduced, Up to 15 points
Topic and Hypothesis or nor explicit the overall problem, and groundwork is laid as
Research Question reference is made challenge, or topic to the direction of the
to the topic that is that is to be examined. report. The hypothesis is
to be examined. The hypothesis or clear and testable. If a
The hypothesis or research question is research question is used,
research question stated, but may not be it poses relevant ideas to
is not evident. entirely clear or examine in the study.
testable.
Methodology: It is not obvious Information on the The number of Up to 15 points
Participants who will serve as participants is present, participants, how they
the participants for but it is unclear as to will be selected, and
the study, or the the number, how they what population they
population they will be selected, or represent are all
represent. what population they identified
represent.
Clarity It is hard to know what Writing is generally clear, Writing is crisp, clear, Up to 15 points
the writer is trying to but unnecessary words and succinct. The writer
express. Misspelled are used. Meaning is incorporates the active
words, incorrect sometimes hidden. voice when appropriate
grammar, and improper Paragraph or sentence
punctuation are evident. structure may be
repetitive.
Timeliness Material was submitted Material was submitted Material is submitted on Up to 10 points
more than one class late. up to one class late time.
Criteria 4 points 3 points 2 points 1 points
Demonstration and Student demonstrates Student demonstrates Student demonstrates Student does not
articulation of course excellent knowledge of good knowledge of only fair knowledge of demonstrate knowledge
knowledge course content based course content and is able course content and of course content and
on readings and to fairly well articulate articulates and critically does not articulate or
lectures. Articulates, and critically evaluate evaluates key issues in critically evaluate key
critically evaluates, and key issues in the field the field only at a surface issues in the field
advances key issues in level
the field
Critical Analysis of Student critically Student critically Student critically Student critically
Issues analyzes relevent issues analyzes relevent issues analyzes relevent issues analyzes relevent issues
and summarizes key and summarizes key and summarizes key and summarizes key
issues demonstrating an issues demonstrating a issues demonstrating a issues demonstrating a
advanced level of good level of expertise fair level of expertise novice level of expertise
expertise
Support of Learning for Student often interacts Student sometimes Student rarely interacts Student rarely interacts
Others with and supports interacts with and with and supports with and supports
learning of others by supports learning of learning of others by learning of others by
interacting in discussions others by interacting in interacting in discussions interacting in discussions
and providing resources discussions and providing and providing resources and providing resources
or support for their resources or support for or support for their or support for their
learning their learning learning learning
Proceso Básico de Pensamiento