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.2014 - Volume 7, No 1
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Assessing learning from an experiential perspective: the case of the Faculty of Languages at BUAP |
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Carlos Alfredo Pazos Romero and Benjamín Gutiérrez Gutiérrez | ||||
.Abstract | ||||
Despite the significant advance in relation to the innovation of the evaluative approaches, evaluation of learning remains being as one of the main conceptual and practical concerns. In fact, Moreno-Olivos (2010) considers that in good, bad and ugly evaluations there exists things that can affect the evaluative process. This paper intends to study the perceptions that students have on evaluative practices at the college level at the Facultad de Lenguas, BUAP. This research was carried out by means of a descriptive study using a qualitative approach and a semi-structured interview. This study confirms teachers, consciously or unconsciously, use some hidden criteria to correct errors and judge the evaluation exercises. Hence, this type of practice is considered as a kind of blind learning assessment (Pazos, 2010), which is not very well seen by the students since it produces more negative effects than positive in their professional training among them. |
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.Key words | ||||
Learning assessment, Assessment criteria, Implicit assessment, Teaching, Learning, Foreign language. |
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.Reference | ||||
Pazos Romero, C.A., & Gutiérrez Gutiérrez, B. (2014). La evaluación del aprendizaje desde una perspectiva vivencial: el caso de los estudiantes de la Facultad de Lenguas de la BUAP. Revista Iberoamericana de Evaluación Educativa, 7(1),
79-90. |
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