El microensayo expositivo como estrategia de evaluación y herramienta de aprendizaje significativo de la Historia en tercero de Bachillerato

Abstract

In the teaching and learning process of formal education, evaluation is a key part of the educational activity. Thus, when it is discussed, it is necessary to understand the evaluation as a process to build knowledge and not only as a measurement tool. However, the strategies traditionally applied to evaluate have been questioned lately for not being related to the critical pedagogical approach and the constructivist model established in the Ecuadorian educational curriculum. Regarding this paradigm, the activities and interactions carried out by students should favor their rational and critical thinking, individual and cooperative work, through different possibilities of dialogue and self-expression. For this end, there are several strategies proposed. One of these strategies is the literary genre of the micro-essay. Consequently, this research work analyzes the use of the expository micro-essay as an evaluation strategy and a significant learning tool for the History subject in the third year of high school. A qualitative methodological approach was used, applying tools such as documentary analysis and interviews with teachers and students who experienced the use of the micro-essay as an evaluation tool and as a part of a disciplinary project. Highlighting the weaknesses in the area of academic reading and writing, but at the same time visualizing, the students can make informed judgements using academic support. Also, this work validates the use of the expository micro-essay as a pedagogical strategy of evaluation in high school.