La evaluación de los aprendizajes desde un enfoque constructivista en la asignatura de Lengua y Literatura en Educación Básica Media

Abstract

Academic evaluation is an assessment or analysis of how the educational action carried out by the student and the teacher progresses. That is, it describes the implemented learning and training processes. However, this has adopted a reductionist perspective, since some teachers focus on evaluating only at the end of the educational process, leaving aside a systemic, comprehensive, and thorough evaluation that allows the teacher to guide the student in a timely, relevant, accurate and detailed manner. For this reason, the objective of this qualitative research is to analyze from the constructivist approach the mechanisms that teachers use to evaluate the learning of Language and Literature in Basic Middle Education. For this, observations and interviews were carried out with 8 teachers from 2 educational institutions in the city of Cuenca. It was found that the evaluation is conceived by the teachers as a process that allows them to know the progress of the students and improve their practice. Also, that their practices are characterized mainly by constructivist aspects and that they make use of different tools, techniques and instruments to evaluate student learning.