Una Noción de Evaluación: La Evaluación Formativa en el Marco de las Concepciones de Finlandia y la Ciudad de Buenos Aires

Abstract

The term evaluation has historically been a word that is often used in teaching, with different meanings. There are differences in how to conceptualize that make learning assessment a topic difficult to resolve. This research report aims to identify the arguments generated around the evaluation culture of the city of Buenos Aires, comparing assessment trends that exist in Finland. In turn, after saying that formative assessment is essential for improving the quality of learning, we will identify the presence or absence of arguments that sign in or not in the paradigm of formative assessment. Therefore, working around evaluation purposes served by existing middle school curricular designs -the National Core Curriculum for Upper Secondary Schools and Curriculum Design of New School Secondary- we will identify breaks, gaps and conceptions regarding the assessment to be formally presented to assess learning on the middle level. Through the reading of documents, the ideas of evaluation and speeches about the subject role will make the analysis more profound and complex. The results show that both documents incorporate formative assessment as a tool to learn and work in student learning but show significant differences in the subject role that is put into plat behind this pedagogy. Education authorities in both regions exhibit a desire to personally attend training students giving feedback but, however, they require different skills to future graduates.q (English) [ABSTRACT FROM AUTHOR]