Las concepciones que orientan las practicas evaluativas de los profesores: Un problema a develar

Marcia Prieto, Gloria Contreras

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

24 Citas (Scopus)

Resumen

School assessment has turned into an important issue to be analysed. A growing amount of evidence has diclosed the fact that its direction and practices are not favouring students learning but rather obstructing it. This paper develops an analitical review of findings reported in some national and international studies dealing with teachers beliefs about their meanings of assessment. Special attention has been given to Mathematics and Literacy primary teachers beliefs, mostly because of the subsecuent long lasting effects in students. On the bases of the reported evidences it is concluded the necessity of researching and disclosing teachers ideas about assessment, so as to bring out the impact of their beliefs in their their practices, taking into account the critical repercussions in the students school itinerary.

Título traducido de la contribuciónTeachers' conceptions that inform their assessment practices: A problem to be disclosed
Idioma originalEspañol
Páginas (desde-hasta)245-262
Número de páginas18
PublicaciónEstudios Pedagogicos
Volumen34
N.º2
EstadoPublicada - 2008
Publicado de forma externa

Palabras clave

  • Assessment practices
  • School assessment
  • Teachers beliefs
  • Teachers professional knowledge

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