Evaluation in education: the need of institutional policies with pedagogical vision
Educational evaluation has frequently been characterized for being more about isolated and instrumental acts, than about the possibility of pedagogical development, hence it is not supported in policies and explicit concepts. In order to look for alternative paths to this situation, this paper begin...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6552
- Fecha de publicación:
- 2011
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13303
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1124
https://repositorio.uptc.edu.co/handle/001/13303
- Palabra clave:
- Evaluation Policies
Educational Evaluation
Pedagogical Evaluation
Relevance of Education
Educational Policies.
Política Evaluativa
Evaluación de la Educación
Evaluación pedagógica
pertinencia de la educación
Política educacional
Politique évaluative
Évaluation de l’éducation
Évaluation pédagogique
Pertinence de l’éducation
Politique éducationnelle.
Política avaliativa
Avaliação da educação
Avaliação pedagógica
Pertinência da educação
Política educacional
- Rights
- License
- http://purl.org/coar/access_right/c_abf53
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| dc.title.en-US.fl_str_mv |
Evaluation in education: the need of institutional policies with pedagogical vision |
| dc.title.es-ES.fl_str_mv |
Evaluación en educación: necesidad de políticas institucionales con visión pedagógica |
| dc.title.fr-FR.fl_str_mv |
Evaluation en éducation: besoin de politiques institutionnelles avec une visionpédagogique |
| dc.title.pt-BR.fl_str_mv |
avaliação em educação: necesidade de políticas institucionais com vissão pedagógica |
| title |
Evaluation in education: the need of institutional policies with pedagogical vision |
| spellingShingle |
Evaluation in education: the need of institutional policies with pedagogical vision Evaluation Policies Educational Evaluation Pedagogical Evaluation Relevance of Education Educational Policies. Política Evaluativa Evaluación de la Educación Evaluación pedagógica pertinencia de la educación Política educacional Politique évaluative Évaluation de l’éducation Évaluation pédagogique Pertinence de l’éducation Politique éducationnelle. Política avaliativa Avaliação da educação Avaliação pedagógica Pertinência da educação Política educacional |
| title_short |
Evaluation in education: the need of institutional policies with pedagogical vision |
| title_full |
Evaluation in education: the need of institutional policies with pedagogical vision |
| title_fullStr |
Evaluation in education: the need of institutional policies with pedagogical vision |
| title_full_unstemmed |
Evaluation in education: the need of institutional policies with pedagogical vision |
| title_sort |
Evaluation in education: the need of institutional policies with pedagogical vision |
| dc.subject.en-US.fl_str_mv |
Evaluation Policies Educational Evaluation Pedagogical Evaluation Relevance of Education Educational Policies. |
| topic |
Evaluation Policies Educational Evaluation Pedagogical Evaluation Relevance of Education Educational Policies. Política Evaluativa Evaluación de la Educación Evaluación pedagógica pertinencia de la educación Política educacional Politique évaluative Évaluation de l’éducation Évaluation pédagogique Pertinence de l’éducation Politique éducationnelle. Política avaliativa Avaliação da educação Avaliação pedagógica Pertinência da educação Política educacional |
| dc.subject.es-ES.fl_str_mv |
Política Evaluativa Evaluación de la Educación Evaluación pedagógica pertinencia de la educación Política educacional |
| dc.subject.fr-FR.fl_str_mv |
Politique évaluative Évaluation de l’éducation Évaluation pédagogique Pertinence de l’éducation Politique éducationnelle. |
| dc.subject.pt-BR.fl_str_mv |
Política avaliativa Avaliação da educação Avaliação pedagógica Pertinência da educação Política educacional |
| description |
Educational evaluation has frequently been characterized for being more about isolated and instrumental acts, than about the possibility of pedagogical development, hence it is not supported in policies and explicit concepts. In order to look for alternative paths to this situation, this paper begins with a revision of evaluation practices and draws up questions aimed at discovering what is the role of evaluation in the educational context, and in relation to the aims of education. Later, it explores the role of educational policies, in order to assert the necessity of having grounded evaluation policies that provide opportunities that can achieve developments in evaluation, while contributing in a significant way to educational improvement. The discussion concludes with a set of guidelines for formulating evaluation policies and making those policies operational. |
| publishDate |
2011 |
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2024-07-05T19:03:54Z |
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2024-07-05T19:03:54Z |
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2011-06-28 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1124 10.19053/22160159.1124 |
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https://repositorio.uptc.edu.co/handle/001/13303 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1124 https://repositorio.uptc.edu.co/handle/001/13303 |
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10.19053/22160159.1124 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1124/1123 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 2 No. 4 (2011): Docencia e Investigación en Educación Superior; 219-239 |
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Praxis & Saber; Vol. 2 Núm. 4 (2011): Docencia e Investigación en Educación Superior; 219-239 |
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Praxis & Saber; Vol. 2 No 4 (2011): Docencia e Investigación en Educación Superior; 219-239 |
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Praxis & Saber; V. 2 N. 4 (2011): Docencia e Investigación en Educación Superior; 219-239 |
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Praxis & Saber; v. 2 n. 4 (2011): Docencia e Investigación en Educación Superior; 219-239 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2011-06-282024-07-05T19:03:54Z2024-07-05T19:03:54Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/112410.19053/22160159.1124https://repositorio.uptc.edu.co/handle/001/13303Educational evaluation has frequently been characterized for being more about isolated and instrumental acts, than about the possibility of pedagogical development, hence it is not supported in policies and explicit concepts. In order to look for alternative paths to this situation, this paper begins with a revision of evaluation practices and draws up questions aimed at discovering what is the role of evaluation in the educational context, and in relation to the aims of education. Later, it explores the role of educational policies, in order to assert the necessity of having grounded evaluation policies that provide opportunities that can achieve developments in evaluation, while contributing in a significant way to educational improvement. The discussion concludes with a set of guidelines for formulating evaluation policies and making those policies operational.La evaluación educativa, con mucha frecuencia, se ha caracterizado por obedecer más a un hacer aislado e instrumental que a una posibilidad de desarrollo pedagógico, de allí que no se fundamente en políticas y conceptos explícitos. Para buscar caminos alternativos a esta situación, se parte de una revisión de algunas prácticas evaluativas y se formulan interrogantes orientados a ubicar cuál es el papel de la evaluación en el contexto educativo en relación con algunos fines de la educación. Posteriormente se explora cuál es el papel de las políticas educativas, para afirmar la necesidad de contar con políticas evaluativas que abran espacio para que con fundamento se lleven a cabo desarrollos de valoración que realmente contribuyan al mejoramiento educativo. La discusión concluye con algunas pautas para formular políticas de evaluación y hacerlas operativas L’évaluation éducative, s’est souvent caractérisée par obéir plus à un savoir-faire isolé et instrumental, qu’àune possibilité de développement pédagogique , donc, elle ne se fonde pas sur des politiques et des concepts explicites. Pour chercher des chemins alternatifs à cette situation, on part d’une révision de quelques pratiques évaluatives et on formule des questions orientées à déterminer le rôle de l’évaluation dans le contexte éducatif, par rapport à quelques buts de l’éducation. Postérieurement, on explore le rôle des politiques éducatives, pour affirmer le besoin de compter sur des politiques éducatives qui ouvrent un espace, pour que, ayant un fondement, on effectue des mises en valeur qui contribuent vraiment à l’amélioration éducative. La discussion conclut avec quelques modèles pour formuler des politiques d’évaluation et pour qu’elles soient opérationnelles.A avaliação educativa por muito tempo tem-se caracterizado em obedecer mais a um fazer isolado e instrumental do que a uma possibilidade de desenvolvimento pedagógico, e conseqüência disso não se fundamente em políticas e conceitos explícitos. Na procura de caminhos alternativos à situação, parte-se de uma revisão de algumas práticas avaliativas e formulam-se questões orientadas a salientar qual é o papel da avaliação no contexto educacional em relação com alguns fins da educação. A seguir explora-se qual é o papel das políticas educacionais para afirmar a necessidade de contar com políticas avaliativas que abram espaço para que, com fundamento se façam desenvolvimentos de valoração que contribuam eficazmente no melhoramento educativo. A discussão conclui com algumas pautas para formular políticas de avaliação e fazerlas funcionais.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1124/1123Praxis & Saber; Vol. 2 No. 4 (2011): Docencia e Investigación en Educación Superior; 219-239Praxis & Saber; Vol. 2 Núm. 4 (2011): Docencia e Investigación en Educación Superior; 219-239Praxis & Saber; Vol. 2 No 4 (2011): Docencia e Investigación en Educación Superior; 219-239Praxis & Saber; V. 2 N. 4 (2011): Docencia e Investigación en Educación Superior; 219-239Praxis & Saber; v. 2 n. 4 (2011): Docencia e Investigación en Educación Superior; 219-2392462-86032216-0159Evaluation PoliciesEducational EvaluationPedagogical EvaluationRelevance of EducationEducational Policies.Política EvaluativaEvaluación de la EducaciónEvaluación pedagógicapertinencia de la educaciónPolítica educacionalPolitique évaluativeÉvaluation de l’éducationÉvaluation pédagogiquePertinence de l’éducationPolitique éducationnelle.Política avaliativaAvaliação da educaçãoAvaliação pedagógicaPertinência da educaçãoPolítica educacionalEvaluation in education: the need of institutional policies with pedagogical visionEvaluación en educación: necesidad de políticas institucionales con visión pedagógicaEvaluation en éducation: besoin de politiques institutionnelles avec une visionpédagogiqueavaliação em educação: necesidade de políticas institucionais com vissão pedagógicainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6552http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a136http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf53http://purl.org/coar/access_right/c_abf2Torres Zambrano, Manuel Guillermo001/13303oai:repositorio.uptc.edu.co:001/133032025-07-18 11:43:29.708metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |