|
||||
.2013 - Volumen 6, Número
1
|
||||
The Performance of Secondary Science Teachers in the Learning Assessment Process. The Case of Peru |
||||
Osbaldo Turpo | ||||
.Abstract | ||||
Evaluative thoughts and actions demonstrate the intervention of teaching science teachers. In this discourse, reveal a state of confusion about terminology and explanatory interpretive frameworks that support their views and assessment practices, and they tend to externalize traditional teaching positions with innovative, expressed without much distinction. Among the first evaluative purposes remain focused on academic performance, regulatory functions, the prevalence of the conceptual, the recurrence focused on solving procedures and exposure, and an exclusive responsibility of the teacher evaluative, and among the latter, is assume the preference for a procedural assessment and criterion-optation as renewed foundations. These speeches express the ineffectiveness of teacher training processes in the changes promoted, generating, on the contrary, a series of embarrassments in making instructional decisions. |
||||
.Key words | ||||
Learning Assessment, Secondary education, Science education, Evaluative conceptions, Peru. |
||||
.Full Text | ||||
Full Text HTML | ||||
Full Text PDF a | ||||
.Reference | ||||
Turpo, O. (2013). La intervención de los docentes de ciencias de educación secundaria en el proceso de evaluación del aprendizaje. El caso de Perú. Revista Iberoamericana de Evaluación Educativa, 6(1),
95-114. |
||||