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2017 - Vol. 11, Num. 1 | |||||
Analysis of Inclusive Evaluation Practices of Three Preschool Education Teachers in Mexico |
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Claudia Isabel Martínez Zapata and Ismael García Cedillo | ||||||
Abstract | ||||||
A key aspect of inclusive education is the process of evaluation. This article presents a qualitative research on the practices of three preschool teachers of a public Kindergarten in Mexico, in order to identify their inclusive evaluative practices. Assessment inclusive practices refers to how the evaluation process is instrumentalized, including the educator’s notions regarding the meaning of the evaluation process, instruments used, type of evidence presented, how to report the results of the evaluation, how they use the results thereof, the role of the student and the teacher and the assessment procedures. It was found that teachers have clear notions about how to apply formative inclusive assessment; however, the implementation of this approach in practice has not been an easy task, especially for the tensions imposed by the requirements of the educative authorities. |
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Key words | ||||||
Preschool education, Educational evaluation, Teacher evaluation, Evaluation methods. |
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Complete Text | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Martínez Zapata, C. I., & García Cedillo, I. (2017). Análisis de las prácticas evaluativas inclusivas de tres docentes de educación preescolar en México [Analysis of inclusive evaluation practices of three preschool education teachers in Mexico]. Revista Latinoamericana de Educación Inclusiva, 11(1),
225-243. Retrieved from http://www.rinace.net/rlei/numeros/vol11-num1/art12.pdf |
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