University of Huelva (SPAIN)
About this paper:
Appears in: ICERI2010 Proceedings
Publication year: 2010
Pages: 2998-3003
ISBN: 978-84-614-2439-9
ISSN: 2340-1095
Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain
The learning evaluation is not one of the most worked educational categories by teacher in our classrooms and both its conception and its practice have left far away taken into account the new, pedagogical tendencies, where those are recognise not only a way to certify a pass subjects but like a path that should help to the development of the student and to contribute to its all-inclusive learning.
One of the characteristic of the traditional evaluation is the preponderance of the examination's practice as only control instrument and accreditation in comparison with other alternative new systems because now are includes in the process it-self. The option of a certain teaching methodology clearly conditions the approach of the evaluation system that must be used. Teachers and Knowledge´s areas, in the evaluative criteria moment, must make a deep reflection in order to constitute a coherent system, for avoids malfunctions between different subjects, that they can disorient to the students, without prejudice to preserve particularities specific to every discipline and its adaptation to the established organisation.
To make that, we must to start of this premise: What is to assess, what are going to assess, for what and why?. We should to analyse the different kind of evaluation and study whit are better adapt to characteristic of our subjects in the academic year. The use of solid rules must be fundamental for the student because those can be used by their to know exactly what the teacher need to make a objective evaluation can reach each of the items that they set out to. The evaluation process should try to achieve several objectives in the learning: Integration, improvement, information, reflection and auto-evaluations.