Teachers’ conceptions about assessment: on guidelines, discourse, and practice
This article presents the results of a case study carried out with high school teachers of different areas of knowledge, which aims to analyze the transformation of conceptions about learning assessment based on guidelines laid down in Decree 1290 of 2009. For this purpose, an interpretation of cohe...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6847
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13532
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314
https://repositorio.uptc.edu.co/handle/001/13532
- Palabra clave:
- assessment
conceptions
assessment practice
institutional guidelines
evaluación
concepciones
práctica evaluativa
lineamientos institucionales
évaluation
conceptions
pratique évaluative
orientations institutionnelles
avaliação
concepções
práticas de avaliação
diretrizes institucionais
- Rights
- License
- Derechos de autor 2019 Edris Alexis Pizarro Gamero, Shirlena Sofía Gómez Muskus
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Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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Concepciones docentes sobre evaluación: de los lineamientos, el discurso y la práctica |
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Conceptions des enseignants sur l’evaluation: a propos des orientations, du discours, et de la pratique |
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Concepções docentes sobre avaliação: das diretrizes, e o discurso e a prática |
| title |
Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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Teachers’ conceptions about assessment: on guidelines, discourse, and practice assessment conceptions assessment practice institutional guidelines evaluación concepciones práctica evaluativa lineamientos institucionales évaluation conceptions pratique évaluative orientations institutionnelles avaliação concepções práticas de avaliação diretrizes institucionais |
| title_short |
Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
| title_full |
Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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Teachers’ conceptions about assessment: on guidelines, discourse, and practice |
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assessment conceptions assessment practice institutional guidelines |
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assessment conceptions assessment practice institutional guidelines evaluación concepciones práctica evaluativa lineamientos institucionales évaluation conceptions pratique évaluative orientations institutionnelles avaliação concepções práticas de avaliação diretrizes institucionais |
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evaluación concepciones práctica evaluativa lineamientos institucionales |
| dc.subject.fr-FR.fl_str_mv |
évaluation conceptions pratique évaluative orientations institutionnelles |
| dc.subject.pt-BR.fl_str_mv |
avaliação concepções práticas de avaliação diretrizes institucionais |
| description |
This article presents the results of a case study carried out with high school teachers of different areas of knowledge, which aims to analyze the transformation of conceptions about learning assessment based on guidelines laid down in Decree 1290 of 2009. For this purpose, an interpretation of coherence was made between explicit conceptions and that established in Institutional Assessment Systems and practice. Semi-structured interviews, non-participant observations, and a literature review were used as data collection techniques to see what, how, when, who and why it is important to carry out assessment processes. The results were compared on the basis of theories defended by authors such as Porlán, Pozo, Morin, Tejada, Casanova, and Santos. It became evident that the roots of conceptions in teachers’ thinking bring with them heterogeneity in traditional assessment profiles that are considered in a reductionist way when operationalizing systems based on complexity. |
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2024-07-05T19:04:39Z |
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2019-04-22 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8283 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8916 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8953 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/9007 |
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Derechos de autor 2019 Edris Alexis Pizarro Gamero, Shirlena Sofía Gómez Muskus |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 71 - 88 |
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Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 71 - 88 |
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Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 71 - 88 |
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Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 71 - 88 |
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Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 71 - 88 |
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2019-04-222024-07-05T19:04:39Z2024-07-05T19:04:39Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/931410.19053/22160159.v10.n22.2019.9314https://repositorio.uptc.edu.co/handle/001/13532This article presents the results of a case study carried out with high school teachers of different areas of knowledge, which aims to analyze the transformation of conceptions about learning assessment based on guidelines laid down in Decree 1290 of 2009. For this purpose, an interpretation of coherence was made between explicit conceptions and that established in Institutional Assessment Systems and practice. Semi-structured interviews, non-participant observations, and a literature review were used as data collection techniques to see what, how, when, who and why it is important to carry out assessment processes. The results were compared on the basis of theories defended by authors such as Porlán, Pozo, Morin, Tejada, Casanova, and Santos. It became evident that the roots of conceptions in teachers’ thinking bring with them heterogeneity in traditional assessment profiles that are considered in a reductionist way when operationalizing systems based on complexity.Este artículo muestra los resultados de un estudio de caso desarrollado con docentes del nivel media académica pertenecientes a diferentes áreas del saber, cuya finalidad fue el análisis de la transformación de las concepciones sobre evaluación de los aprendizajes a partir de los lineamientos del Decreto 1290 de 2009. Para este cometido, se realizó una interpretación de la coherencia entre las concepciones explícitas con lo establecido en los Sistemas Institucionales de Evaluación y las prácticas, utilizando la entrevista semiestructurada, la observación no participante y la revisión documental como técnicas de recolección de información relacionadas con el qué, cómo, cuándo, a quién y para qué evaluar. Los resultados fueron sometidos a una contrastación con base en las teorías defendidas por diversos autores como Porlan, Pozo, Morín, Tejada, Casanova y Santos Guerra. Se evidenció que el arraigo de las concepciones en el pensamiento docente trae consigo una heterogeneidad de perfiles evaluativos de corte tradicional que a la hora de operativizar sistemas basados en la complejidad terminan asumiéndose de forma reduccionista.Cet article présente les résultats d’une étude de cas menée sur des professeurs de différents champs de la connaissance, qui avait pour but d’analyser la transformation des conceptions sur l’évaluation de l’apprentissage à partir des orientations définies dans le Décret 1290 de 2009. À cette fin, on a réalisé une interprétation de la cohérence entre les conceptions explicites et ce qui a été établi dans les Systèmes Institutionnels d’Évaluation et la pratique. L’entrevue semi-structurée, l’observation non participante, et une revue de documentation ont été utilisées comme des méthodes de collecte de données pour savoir quoi, comment, quand, qui, et pourquoi évaluer. Les résultats ont été comparés sur la base de théories défendues par des auteurs tels que Porlán, Pozo, MorIn, Tejada, Casanova, et Santos. Il est devenu évident que l’enracinement des conceptions dans la pensée des enseignants crée une hétérogénéité de profiles d’évaluation traditionnelle qui sont considérés de manière réductionniste au moment d’opérationnaliser des systèmes basés sur la complexité.Este artigo mostra os resultados de um estudo de caso desenvolvido com docentes do nível média acadêmica pertencentes a diferentes áreas do conhecimento, cuja finalidade foi a análise da transformação das concepções sobre a avaliação das aprendizagens a partir das diretrizes do Decreto 1290 de 2009. Para tal efeito, se realizou uma interpretação da coerência entre as concepções explícitas com o estabelecido nos Sistemas Institucionais de Avaliação e as práticas, utilizando a entrevista semi-estruturada, a observação no participante e a revisão documental como técnicas de colheita de informação relacionadas com o que, como, quando, a quem e para que avaliar. Os resultados foram submetidos a uma verificação com base nas teorias defendidas por vários autores como Porlán, Pozo, Morin, Tejada, Casanova e Santos. Se evidenciou que o enraizamento das concepções no pensamento docente traz consigo mesmo uma heterogeneidade de perfis de avaliação de corte tradicional que à hora de operacionalizar sistemas baseados na complexidade terminam assumindo-se de forma reducionista.application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8283https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8916https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/8953https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9314/9007Derechos de autor 2019 Edris Alexis Pizarro Gamero, Shirlena Sofía Gómez Muskushttp://purl.org/coar/access_right/c_abf348http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 71 - 88Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 71 - 88Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 71 - 88Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 71 - 88Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 71 - 882462-86032216-0159assessmentconceptionsassessment practiceinstitutional guidelinesevaluaciónconcepcionespráctica evaluativalineamientos institucionalesévaluationconceptionspratique évaluativeorientations institutionnellesavaliaçãoconcepçõespráticas de avaliaçãodiretrizes institucionaisTeachers’ conceptions about assessment: on guidelines, discourse, and practiceConcepciones docentes sobre evaluación: de los lineamientos, el discurso y la prácticaConceptions des enseignants sur l’evaluation: a propos des orientations, du discours, et de la pratiqueConcepções docentes sobre avaliação: das diretrizes, e o discurso e a práticainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6847http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a431http://purl.org/coar/version/c_970fb48d4fbd8a85Pizarro Gamero, Edris AlexisGómez Muskus, Shirlena Sofía001/13532oai:repositorio.uptc.edu.co:001/135322025-07-18 11:44:11.656metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |