La escritura en la evaluación a lo largo de la formación docente

Abstract

This work gives an account of research conducted as a case study of language and literature teaching staff. Its purpose was to explore the tasks and types of tasks requested during evaluations. We put forth a descriptive study framed by a sociocultural discursive approach. To begin with, we focused on the annual project’s assessment component for all subjects in this major. Afterwards, we turned to the regulation of partial exams to analyze them qualitatively and quantitatively. Results give us a repertoire of 37 types of tasks, with the most commonly used one being the partial exam. Our analysis of these procedures showed us various different tasks being requested, providing different ways to connect with knowledge. Though we observed a trend of reproducing and applying knowledge we also noticed a scarcity in requests for the reprocessing and production of knowledge