Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers

In educational research, there is consensus regarding the necessity of implementing assessment practices aligned with constructivist teaching perspectives that foster learning. However, real-world scenarios present obstacles and opportunities arising from the context and conditions in which teachers...

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Detalles Bibliográficos
Autores principales: Fanaro, María de los Angeles, Elgue, Mariana, Domínguez, Maria Alejandra
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024
Materias:
Evaluación para el aprendizaje
Docentes
Escuela primaria
Taller
Learning-oriented assessment
Teachers
Primary education
Educational workshop
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/847
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-847
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Evaluación para el aprendizaje
Docentes
Escuela primaria
Taller
Learning-oriented assessment
Teachers
Primary education
Educational workshop
spellingShingle Evaluación para el aprendizaje
Docentes
Escuela primaria
Taller
Learning-oriented assessment
Teachers
Primary education
Educational workshop
Fanaro, María de los Angeles
Elgue, Mariana
Domínguez, Maria Alejandra
Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
topic_facet Evaluación para el aprendizaje
Docentes
Escuela primaria
Taller
Learning-oriented assessment
Teachers
Primary education
Educational workshop
author Fanaro, María de los Angeles
Elgue, Mariana
Domínguez, Maria Alejandra
author_facet Fanaro, María de los Angeles
Elgue, Mariana
Domínguez, Maria Alejandra
author_sort Fanaro, María de los Angeles
title Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
title_short Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
title_full Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
title_fullStr Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
title_full_unstemmed Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers
title_sort evaluation practices for learning in primary school classrooms: obstacles and opportunities expressed by teachers
description In educational research, there is consensus regarding the necessity of implementing assessment practices aligned with constructivist teaching perspectives that foster learning. However, real-world scenarios present obstacles and opportunities arising from the context and conditions in which teachers operate. To comprehend educational practices in primary schools and reflect upon them, an educational workshop was conducted in the city of Tandil, led by an expert in the field. Prior to the workshop, participating teachers (33) completed a questionnaire, the responses of which are considered in this study. Categorization was conducted based on the assumed theoretical framework, emphasizing assessment integrated into the learning process, diverse strategies, and feedback, resulting in three complementary analyses. It was concluded that, based on the discourse surrounding the evaluative practices of participating teachers, there is a gradual integration of concepts associated with learning-oriented assessment. However, tensions related to working conditions and the social environment were identified, limiting the full implementation of strategies aimed at establishing a learning-centered assessment in primary school classrooms.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2024
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/847
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spelling I15-R208-article-8472024-08-26T15:47:04Z Evaluation Practices for Learning in Primary School Classrooms: Obstacles and Opportunities Expressed by Teachers Prácticas de evaluación para el aprendizaje en aulas de escuela primaria: obstáculos y oportunidades que expresan los y las docentes Práticas de avaliação para a aprendizagem em salas de aula do ensino primário: obstáculos e oportunidades expressados pelos docentes.: obstáculos y oportunidades que expresan los y las docentes Fanaro, María de los Angeles Elgue, Mariana Domínguez, Maria Alejandra Evaluación para el aprendizaje Docentes Escuela primaria Taller Learning-oriented assessment Teachers Primary education Educational workshop In educational research, there is consensus regarding the necessity of implementing assessment practices aligned with constructivist teaching perspectives that foster learning. However, real-world scenarios present obstacles and opportunities arising from the context and conditions in which teachers operate. To comprehend educational practices in primary schools and reflect upon them, an educational workshop was conducted in the city of Tandil, led by an expert in the field. Prior to the workshop, participating teachers (33) completed a questionnaire, the responses of which are considered in this study. Categorization was conducted based on the assumed theoretical framework, emphasizing assessment integrated into the learning process, diverse strategies, and feedback, resulting in three complementary analyses. It was concluded that, based on the discourse surrounding the evaluative practices of participating teachers, there is a gradual integration of concepts associated with learning-oriented assessment. However, tensions related to working conditions and the social environment were identified, limiting the full implementation of strategies aimed at establishing a learning-centered assessment in primary school classrooms. En la investigación educativa, hay acuerdo en la necesidad de implementar prácticas de evaluación acordes con perspectivas constructivistas de enseñanza, y que fomenten el aprendizaje. No obstante, en la realidad se enfrentan obstáculos y oportunidades que surgen del contexto y las condiciones en las que los docentes se encuentran. Para comprender las prácticas educativas que se están realizando en las escuelas primarias y reflexionar sobre ellas, se llevó a cabo en la ciudad de Tandil, un taller con una experta en la materia. Antes del taller, los docentes participantes (33) completaron un cuestionario, cuyas respuestas se consideran en este estudio. Se procedió a categorizar según el marco teórico asumido, enfocado en la evaluación integrada en el proceso de aprendizaje, la diversidad de estrategias y la retroalimentación, realizando tres análisis complementarios. Se concluyó que, según el discurso sobre las prácticas evaluativas de los docentes participantes, se observa una integración gradual de conceptos asociados a la evaluación orientada al aprendizaje. No obstante, se identificaron tensiones relacionadas con las condiciones laborales y el entorno social, lo que limita la implementación plena de estrategias para establecer una evaluación centrada en el aprendizaje en las aulas de escuelas primarias. En pesquisa educativa, há consenso na necessidade de implementar práticas de avaliação de acordo com perspectivas construtivistas de ensino e que promovam a aprendizagem. No entanto, na realidade, são enfrentados obstáculos e oportunidades decorrentes do contexto e das condições em que os docentes se encontram. Para compreender as práticas educativas que estão sendo realizadas nas escolas primárias e refletir sobre elas, foi realizado, na cidade de Tandil, um workshop com uma especialista na área. Antes do workshop, os docentes participantes (33) completaram um questionário, cujas respostas são consideradas neste estudo. Procedeu-se à categorização conforme o referencial teórico adotado, focado na avaliação integrada no processo de aprendizagem, na diversidade de estratégias e no feedback, realizando três análises complementares. Concluiu-se que, de acordo com o discurso sobre as práticas avaliativas dos docentes participantes, observa-se uma integração gradual de conceitos associados à avaliação orientada para a aprendizagem. No entanto, identificaram-se tensões relacionadas às condições de trabalho e ao ambiente social, o que limita a implementação plena de estratégias para estabelecer uma avaliação centrada na aprendizagem nas salas de aula das escolas primárias. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/847 10.35305/rece.v2i19.847 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/847/754 Derechos de autor 2024 María de los Angeles Fanaro, Mariana Elgue, Maria Alejandra Domínguez https://creativecommons.org/licenses/by-nc-sa/4.0

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