Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student
Purpose. In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students. Discussion. The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the valu...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Costa Rica |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español inglés portugués |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/12615 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational assessment transformative assessment formative assessment assessment for learning Evaluación educativa evaluación transformadora evaluación formativa evaluación para los aprendizajes Avaliação educacional avaliação transformadora avaliação formativa avaliação para aprendizagem |
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Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student Contribución de la evaluación educativa para la formación democrática y transformadora de estudiantes Contribuição da avaliação educacional para a formação democrática e transformadora de estudantes |
| title |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| spellingShingle |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student Ríos-Muñoz, Daniel Educational assessment transformative assessment formative assessment assessment for learning Evaluación educativa evaluación transformadora evaluación formativa evaluación para los aprendizajes Avaliação educacional avaliação transformadora avaliação formativa avaliação para aprendizagem |
| title_short |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| title_full |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| title_fullStr |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| title_full_unstemmed |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| title_sort |
Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the Student |
| dc.creator.none.fl_str_mv |
Ríos-Muñoz, Daniel Herrera-Araya, David |
| author |
Ríos-Muñoz, Daniel |
| author_facet |
Ríos-Muñoz, Daniel Herrera-Araya, David |
| author_role |
author |
| author2 |
Herrera-Araya, David |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Educational assessment transformative assessment formative assessment assessment for learning Evaluación educativa evaluación transformadora evaluación formativa evaluación para los aprendizajes Avaliação educacional avaliação transformadora avaliação formativa avaliação para aprendizagem |
| topic |
Educational assessment transformative assessment formative assessment assessment for learning Evaluación educativa evaluación transformadora evaluación formativa evaluación para los aprendizajes Avaliação educacional avaliação transformadora avaliação formativa avaliação para aprendizagem |
| description |
Purpose. In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students. Discussion. The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the value complexity of learning processes. Likewise, they have relieved evaluation approaches for learning as a way to question and reinterpret positivist evaluative theory and practice. However, the debate has marginalized the role of evaluation in its ethical-political dimension for the construction of democratic subjects. The central argument argues that a transformative evaluation with a sociocultural and democratic approach enables the formation of participatory, committed, and reflective subjects. Conclusions. It concludes with the importance of re-signifying the evaluation as a practice not only concerned with the valuation of learning but also oriented to the formation of aspects in terms of values and attitudinal, ethical, and democratic aspects, in order to contribute to the construction of students aware of themselves, of others, and their role in society. |
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2021 |
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2021-08-12 |
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info:eu-repo/semantics/publishedVersion journal article articulo artigo artículo original http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615 10.15359/ree.25-3.40 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615 |
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10.15359/ree.25-3.40 |
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spa eng por |
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spa eng por |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22811 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24260 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22812 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24261 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22813 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24197 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22814 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22815 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22816 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/23092 |
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Derechos de autor 2021 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 25 No. 3 (2021): Revista Electrónica Educare (September-December); 1-15 Revista Electrónica Educare; Vol. 25 Núm. 3 (2021): Revista Electrónica Educare (setiembre-diciembre); 1-15 Revista Electrónica Educare; v. 25 n. 3 (2021): Revista Electrónica Educare (setembro-dezembro); 1-15 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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Universidad Nacional de Costa Rica |
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UNA |
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UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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1849325680182951936 |
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Contribution of the Educational Evaluation for the Democratic and Transformative Formation of the StudentContribución de la evaluación educativa para la formación democrática y transformadora de estudiantesContribuição da avaliação educacional para a formação democrática e transformadora de estudantesRíos-Muñoz, DanielHerrera-Araya, DavidEducational assessmenttransformative assessmentformative assessmentassessment for learningEvaluación educativaevaluación transformadoraevaluación formativaevaluación para los aprendizajesAvaliação educacionalavaliação transformadoraavaliação formativaavaliação para aprendizagemPurpose. In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students. Discussion. The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the value complexity of learning processes. Likewise, they have relieved evaluation approaches for learning as a way to question and reinterpret positivist evaluative theory and practice. However, the debate has marginalized the role of evaluation in its ethical-political dimension for the construction of democratic subjects. The central argument argues that a transformative evaluation with a sociocultural and democratic approach enables the formation of participatory, committed, and reflective subjects. Conclusions. It concludes with the importance of re-signifying the evaluation as a practice not only concerned with the valuation of learning but also oriented to the formation of aspects in terms of values and attitudinal, ethical, and democratic aspects, in order to contribute to the construction of students aware of themselves, of others, and their role in society.Propósito. En este artículo se analiza la evaluación educativa como un campo de conocimiento teórico-práctico para la formación democrática y transformadora del estudiantado. Discusión. La discusión sobre la evaluación educativa se focaliza en la crítica a los enfoques positivistas-tecnológicos que limitan la complejidad valorativa de los procesos de aprendizaje. Asimismo, se han relevado enfoques de evaluación para los aprendizajes como una forma de cuestionar y reinterpretar la teoría y práctica evaluativa positivista. Sin embargo, el debate ha marginado el rol de la evaluación en su dimensión ética-política para la construcción de sujetos democráticos. El argumento central sostiene que una evaluación transformadora y con un enfoque sociocultural-democrático posibilita la formación de sujetos participativos, comprometidos y reflexivos. Conclusiones. Se concluye con la importancia de resignificar la evaluación como una práctica no solo preocupada por la valoración de los aprendizajes, sino que también orientada a la formación de aspectos valóricos, actitudinales, éticos y democráticos, con la finalidad de contribuir a la construcción de un estudiantado consciente de sí mismo, de las otras personas y de su rol en la sociedad.Finalidade. Neste artigo, a avaliação educacional é analisada como um campo de conhecimento teórico-prático para a formação democrática e transformadora dos estudantes. Discussão. A discussão sobre avaliação educacional concentra-se na crítica de abordagens positivistas-tecnológicas limitadas à complexidade do valor dos processos de aprendizagem. Da mesma forma, foi revelado abordagens de avaliação da aprendizagem como uma maneira de questionar e reinterpretar a teoria e a prática avaliativas positivistas. No entanto, o debate marginalizou o papel da avaliação em sua dimensão ético-política para a construção de sujeitos democráticos. O argumento central afirma que uma avaliação transformadora e com uma abordagem sociocultural-democrática permite a formação de sujeitos participativos, comprometidos e reflexivos. Conclusões. É afirmada a importância de ressignificar a avaliação como prática, não apenas preocupada com o valor da aprendizagem, mas também orientada para a formação de valores, atitudes éticas e democráticas, a fim de contribuir para a construção de estudantes consciente de si mesmo, das demais pessoas e de seu papel na sociedade.Universidad Nacional, Costa Rica2021-08-12info:eu-repo/semantics/publishedVersionjournal articlearticuloartigoartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfapplication/pdftext/htmltext/htmlapplication/epub+zipapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/1261510.15359/ree.25-3.40Revista Electrónica Educare; Vol. 25 No. 3 (2021): Revista Electrónica Educare (September-December); 1-15Revista Electrónica Educare; Vol. 25 Núm. 3 (2021): Revista Electrónica Educare (setiembre-diciembre); 1-15Revista Electrónica Educare; v. 25 n. 3 (2021): Revista Electrónica Educare (setembro-dezembro); 1-151409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22811https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24260https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22812https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24261https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22813https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/24197https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22814https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22815https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/22816https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12615/23092Derechos de autor 2021 Compartidos: Revista y Autores(as)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-03-24T01:05:21Zoai:ojs.www.una.ac.cr:article/12615Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-03-24T01:05:21Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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15,198674 |