Learning evaluation and digital technologies: notes for pedagogical practice

Abstract

The objective of this article is to contribute to the reflection about learning evaluation and its relationship with the use of digital technologies in pedagogical practice. It is assumed that an evaluation proposal that uses digital tools as a pedagogical strategy should promote the interaction between content and form and allow students to make a qualitative leap in their learning process. The text is presented as a theoretical essay, in dialogue with authors who discuss conceptions and practices of learning evaluation and digital instruments, and the interrelationship between both. Based on two examples of digital technologies, forum and portfolio, our notes are directed to the assessment of learning mediated by digital technologies in a conception that goes beyond a mere technique and proposes to contribute to the development of a pleasurable and emancipatory evaluation process.