From Conceptualizing Assessment to Making Specific Classroom Decisions

Abstract

Current educational models express a coincidence in the vision of the teacher as a promoter of the learning process, who guides activities and orients students to the development of knowledge of various kinds; however, this work remains inconclusive without a process of feedback on its efficiency. Therefore, assessing learning provides an objective input for decision-making in educational processes in general.

All learning can and should be evaluated although it would not be functional to use the same parameters, criteria or instruments for all content. The present reflection, initially, shows general terms on learning assessment from the teacher's point of view, to later propose a methodology that understands the need to carry out evaluations pertinent to the curriculum, students and teachers.

Translated by Mario Alejandro López De Luna