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| dc.creator | Granda Paz, Osvaldo | |
| dc.date | 2022-10-01 | |
| dc.date.accessioned | 2023-03-20T17:48:38Z | |
| dc.date.available | 2023-03-20T17:48:38Z | |
| dc.identifier | https://revista.redipe.org/index.php/1/article/view/1893 | |
| dc.identifier | 10.36260/rbr.v11i10.1893 | |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/216700 | |
| dc.description | This article proposes a comparative review of evaluation as a historical procedural form and the possibility that a type of post-processual evaluation may emerge within the broad educational field. It starts from verifying the theoretical-practical conditions that emerged with the evaluation of learning in the 20th century and the postulates of the main criteria promoted from the contributions of Scriven and Bloom. Returning to its subsequent development in the evaluation by competencies, it is pointed out how its purposes are going to specifically evaluate people without taking into account their social relationship. This framework criterion inherent in evaluations as we know them today is one of the main criteria to be considered in a post-process evaluation. In this way, collating the types of evaluation that have emerged in modern education, the need is postulated, as education enters post times (postmodernity-postcoloniality), to face the gap in the type of evaluations included in the hegemonic time, assuming a post category, relativizing their experience and at the same time the universe that uses them (educational institution) with a type of post-procedural evaluation aimed at contexts, privileging the community and social dimension. | en-US |
| dc.description | En este artículo se hace una revisión comparatista de la evaluación como forma histórica procesual y, con dicha base, se plantea la posibilidad de que surja un tipo de evaluación postprocesual al interior del amplio campo educativo. Se parte de verificar las condiciones teóricoprácticas surgidas con la evaluación de los aprendizajes en el siglo XX y los postulados de los principales criterios promovidos desde los aportes de Scriven y Bloom. Retomando su desarrollo ulterior en la evaluación por competencias, se señala como sus propósitos calificar en concreto a personas sin tener en cuenta su relación social. A esta opción se oponen las propuestas situacionales y no-parametrales que buscan contextualizar procesos y resultados. Este principio marco inherente a las evaluaciones como hoy las conocemos, es uno de los principales criterios a ponderarse en una evaluación de carácter postprocesual. | es-ES |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Red Iberoamericana de Pedagogía | es-ES |
| dc.relation | https://revista.redipe.org/index.php/1/article/view/1893/1863 | |
| dc.rights | http://creativecommons.org/licenses/by-nc-sa/4.0 | es-ES |
| dc.source | Boletín Redipe Journal; Vol. 11 No. 10 (2022): Ethics, Evaluation and Critical Thinking; 37-46 | en-US |
| dc.source | Revista Boletín Redipe; Vol. 11 Núm. 10 (2022): Ética, Evaluación y Pensamiento Crítico; 37-46 | es-ES |
| dc.source | 2256-1536 | |
| dc.subject | Education | en-US |
| dc.subject | Evaluation | en-US |
| dc.subject | Post-processual | en-US |
| dc.subject | Social | en-US |
| dc.subject | Contexts | en-US |
| dc.subject | Non-parameter | en-US |
| dc.subject | Educación | es-ES |
| dc.subject | Evaluación | es-ES |
| dc.subject | Postprocesual | es-ES |
| dc.subject | Social | es-ES |
| dc.subject | Contextos | es-ES |
| dc.subject | No-parametral | es-ES |
| dc.title | Evaluation, learning and context | en-US |
| dc.title | Evaluación, aprendizajes y contexto | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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