Learning Assessment, Measurement or Verification in the Classroom: A Case Study
DOI:
https://doi.org/10.15359/ree.19-2.22Keywords:
Evaluation, measuring, verification, learning, teacher, student, biologyAbstract
The analysis of various evaluation processes that are developed in the classroom is essential to reinterpret the educational work and the learning achievements, based on the need of the teachers in offering the students a less repressive and more motivating alternatives to measure the study contents. Thus, the purpose of this research was to identify the type of relationship existing between the way it is taught and how it is evaluated -with the level of learning achievement of biological concepts in the classroom. For it, an ethnography was developed through a case study whose data collection techniques were: observations, interviews and a focus group. The findings confirmed that the evaluation was part of the summative proposal suggested by the Ministry of Public Education (MEP, for its name in Spanish). The teacher always applied a comprehensive evaluation, including different ways to verify contents, as well as the implementation of several skills by the students. Additionally, the teacher considered all the teaching strategies used, which generated motivation and concentration for each of the activities. Therefore, the strategies and teaching techniques went hand in hand with the learning evaluation.References
Allen, J. (2008). Emotional Intelligence in Classrooms and in Schools: What We See in the Educational Setting [Inteligencia emocional en las aulas y en las escuelas]. En K. R. Murphy (Ed.), A Critique of Emotional Intelligence: What are the Problems and How Can They be Fixed? [Una crítica de la inteligencia emocional: ¿Cuáles son los problemas y cómo pueden ser solucionados] (pp. 125-139). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Álvarez, J. M. (2008). Evaluar el aprendizaje en una enseñanza centrada en las competencias. En J. Gimeno (Comp.), Educar por competencias, ¿qué hay de nuevo? (pp. 206-234). Madrid: Morata.
Bogoya, D., Restrepo, G. Vinet, M., Jurado, F., Torrado, M. C. y Pérez, M. (2000). Competencias y proyecto pedagógico. Bogotá: Universidad Nacional de Colombia.
Browm, S. (2007). Estrategias institucionales en evaluación. En S. Brown y Á. Glasner (Eds.), Evaluar en la universidad. Problemas y nuevos enfoques (pp. 23-33). Madrid: Narcea.
Calatayud, M. (Mayo, 2009). Aprender de la evaluación para mejorar la práctica docente. Revista Novedades educativas, 221, 42-55.
Imperiale, M. y Macha, M. (Mayo, 2009). Evaluación con ítems abiertos. Sugerencias para el diseño y la corrección. Novedades Educativas, 221, 20-24.
Jiménez, M. P. (2000). Modelos didácticos. En F. J. Perales y P. Cañal (Coords.), Didáctica de las ciencias experimentales. Teoría y práctica de la enseñanza de las ciencias (pp. 165-186). Alcoy, España: Marfil.
Muñoz, P. y Muñoz, I. (2000). Intervención en la familia: Estudio de casos. En G. Pérez (Coord.), Modelos de investigación cualitativa en educación social y animación sociocultural (pp 221-252). Aplicaciones prácticas. Madrid: Narcea Ediciones.
Perrenoud, P. (2008). La evaluación de los alumnos. De la producción de la excelencia a la regulación de los aprendizajes. Entre dos lógicas. Buenos Aires: Colihue.
Rodríguez, G., Gil, J. y García, E. (1996). Metodología de la investigación cualitativa. Málaga: Aljibe.
Salamanca, A. B. (Setiembre-octubre, 2006). La investigación cualitativa en ciencias de la salud. NURE Investigación, 24, 1-4. Recuperado de http://www.nureinvestigacion.es/formacion_metodologica_obj.cfm?id_f_metodologica=31
Solomon, E., Berg, L. y Martin, D. W. (2013). Biología (9a ed.). México: Cengage Learning Editores.
Steiman, J. (Mayo, 2009). Evaluación de la enseñanza. Revista Novedades Educativas, 221, 12-15.
Tiana, A. (2010). Calidad, evaluación y estándares: Algunas lecciones de las reformas recientes. En Á. Marchesi, J. C. Tedesco y C. Coll (Coords.), Calidad, equidad y reformas en la enseñanza (pp. 113-124). Madrid: Santillana. Recuperado de http://www.oei.es/metas2021/CALIDAD.pdf
Torres, S. R. (2008). Evaluación de cambios cognitivos de conceptos de ecología, en estudiantes de nivel secundaria en México. Revista Electrónica de Investigación Educativa, 10(2), 1-16. Recuperado de http://www.scielo.org.mx/pdf/redie/v10n2/v10n2a8.pdf
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
