Representaciones sobre la evaluación de estudiantes en formación docente inicial
Fecha
2020-12-27
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
Evaluar esuna tarea clave de la función docenteen el campo Educativo.No obstante,estudios empíricos evidencian su carácter polisémico y confuso, siendo compleja de representar para el profesorado; quienes, trashaber sido evaluados ensu trayectoria escolar, enfrentan el desafío de abordar la evaluación como objeto de aprendizaje durante su formación profesional. En este contexto, resulta deinterés identificar las representaciones que han construidoestudiantes en Formación Inicial Docente sobrela evaluación.Desde un enfoquecualitativo,esteestudio, de carácter interpretativo,da cuenta de cómo, para qué y qué efectos tiene evaluar,a partir de textoselaborados por51 estudiantes de Pedagogía en Educación Básica de una universidad estatal chilena. Al categorizarmás de cien unidades de análisis por preguntacon N-Vivo 12, seconfirma la premisa deque coexisten diferentes significados de la evaluación en los textos. Además, se observa escasaalusióna los fundamentos de la evaluación educativay unatendencia a replicarel discurso del sentido común propio dela escolarización.Dicho hallazgo podría indicar quela experiencia previa a la Formación Inicialincidiríafuertementeen la representación de laevaluación en los futuros profesores, pese a estarcursando estudios formales para la docencia
Assessment is a key component of the learning process; however, empirical research has shown evidence of its polysemous and complex character. Teachers’ representations about assessment are difficult to construct, as they face the challenge of covering it as a learning goal during their undergraduate studies but they have been the object of assessment throughout their primary and secondary studies. In this context, interest about representations of assessment constructed by Initial Teacher Training students was aroused. From a qualitative approach, this interpretative study explains how students should be assessed, for what purpose and which effects are produced on them. Texts written by 51 Primary Teaching students at a public university in Chile were analysed. After classifying over a hundred units of analysis per question with N-Vivo 12, the premise that different meanings of assessment coexist in the texts was confirmed. Scarce mention of the theoretical basis for assessment was also observed and a tendency to replicate the common sense discourse of schooling was noticed. This result could show that Primary Teaching students’ experiences before Initial Teacher training could strongly influence representations of assessment constructed by them, even if they are receiving formal education to become teachers
Assessment is a key component of the learning process; however, empirical research has shown evidence of its polysemous and complex character. Teachers’ representations about assessment are difficult to construct, as they face the challenge of covering it as a learning goal during their undergraduate studies but they have been the object of assessment throughout their primary and secondary studies. In this context, interest about representations of assessment constructed by Initial Teacher Training students was aroused. From a qualitative approach, this interpretative study explains how students should be assessed, for what purpose and which effects are produced on them. Texts written by 51 Primary Teaching students at a public university in Chile were analysed. After classifying over a hundred units of analysis per question with N-Vivo 12, the premise that different meanings of assessment coexist in the texts was confirmed. Scarce mention of the theoretical basis for assessment was also observed and a tendency to replicate the common sense discourse of schooling was noticed. This result could show that Primary Teaching students’ experiences before Initial Teacher training could strongly influence representations of assessment constructed by them, even if they are receiving formal education to become teachers
Palabras clave
Formación Inicial Docente, Evaluación del Aprendizaje, Evaluación Educativa, Representaciones, Profesorado, Initial Teacher Training, Educational Evaluation