Comprensión: eslabón fundamental para acercar las prácticas de estudio y las evaluativas en la educación superior. -La aplicación como elemento fundante de la comprensión -
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Date
2005
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Lasallista
Abstract
Introduction: Evaluation as a practice can not be
separated from the teaching process. From this
fact emerges a knowledge field with a great impact,
which deserves a profound reflection in order to
reach the aim of establishing the links between
students and teachers. Objective: To describe the
evaluation practices used by teachers and the
study practices of their pupils, establishing the
possible relations between both of them.
Materials and Methods: To make this research,
proposed under a qualitative-ethnographic model,
we used two instruments to collect information:
structured interview and surveys. The sample was
made up by 12 teachers and 10 students per
teacher. Results: We identified a concept that
concatenated the study and evaluation practices:
Comprehension. Through comprehension, both
students and teachers look for the achievement of
their functions: learning and teaching, respectively.
Conclusions: If study and evaluation practices
share comprehension as an objective, then a
good basis is made for the construction of learning.
This means that when learning is evaluated and
when people study to be evaluated, they should
have comprehension as their objective, therefore
implying concepts more complex than simple
evaluation to control or memorize.
Description
Keywords
Evaluación, Prácticas docentes, Prácticas de estudio, Corporación Universitaria Lasallista, Prácticas evaluativas, Educación superior