La evaluación en la práctica de aula. Estudio de campo

Abstract

The starting point and the conductor thread of the research was the professors' daily task in the classroom with respect to the assessment of the students' achievement. This was the permanent referable: assessment as it is practiced by the teachers in the classrooms. We tried to establish connection-bridges between the elaboration plan and the plan of practices between the dispositions that regularly and supposedly mold the assessment practices and the assessment that the teachers practice, as they do it. The rational of this approach obey to the distance that separates the ones from the others and mainly the little incidence of the first ones in the activities of the second ones. We claimed to know why an assessment that is well thought -elaboration plan-has less effect in the improvement of the academic achievement of the student. Consequently, why if it offers those results, still is exerted as a continuous activity, of assistance, systematic, flexible, counsellor of the learning and teaching, customized and formative, always to the service of the professional and educational improvement, exerted in the freedom of the classroom, integrated in the educational process, permanent task of the follow up process of each student, according to expressions and attributes that the texts assign in the actual educational ordering -plan of practices-that cross together so frequently with the discourses and literature about the subject of assessment in education.