Conceptualizaciones de evaluación por parte del profesor de matemáticas y su relación con su gestión escolar

Abstract

This objective of this study is to verify whether the concepts of educational assessment used by maths teachers at the Javier Loyola school in the town of Azogues are directly influenced by their school management practices. In order to do this, 9 maths teachers and 83 students from the fourth year of General Basic to the second year of Unified General (high school). On the one hand, this study used several concepts of educational assessment such as assessment as grades based, as a guide to teaching–learning processes and as a means of punishment. On the other hand, school management activities were defined by focusing on three stages: the planning stage, the educational process and assessment stage. Regarding data collection, questionnaires were used to gather the information on the students while interviews, direct observation, and questionnaires were triangulated and collated to provide information on the maths teachers. The results revealed a close relationship between the concept of assessment employed by the teachers and their school management practices, particularly between the concept of assessment as a guide to teaching-learning processes and the assessment stage of the school management procedure as a factor of relation R= 0,937. From the analysis of the data obtained, significant conclusions could be drawn, such as the fact that the teachers had a mistaken idea of the assessment process, which prevented them from developing suitable school management techniques. There, therefore, was a contradiction between what they explained and what they did, a fact which had a negative impact on the quality of education.