Português / Español

This paper presents a proposal of a Model of Student’ Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, Democratic-Deliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students’ assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

Student assessment, Social Justice education, Social Justice, Equitable assessment, Critical assessment, Participatory assessment.

Hidalgo, N., & Murillo, F. J. (2016). Evaluación de estudiantes para la justicia social. Propuesta de un modelo. [Student assessment for social justice. Proposal of a model]. International Journal of Education for Social Justice (RIEJS), 5(2), 159-179.
doi:10.15366/riejs2016.5.2.008