Las concepciones de los docentes universitarios acerca de la evaluación de los aprendizajes. Una indagación sobre las decisiones de los docentes de la cátedra Introducción a la Economía
The assessment of learning is a controversial issue at all levels of the education system. Teachers? work at the university studied is organized into groups based on disciplinary or pedagogical-curricular affinity. Six teachers and professors share instructional and assessment responsibilities in th...
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| Formato: | Tesis de maestría acceptedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires
2024
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=masterdoc&cl=CL1&d=HWA_7920 https://repositoriouba.sisbi.uba.ar/gsdl/collect/masterdoc/index/assoc/HWA_7920.dir/7920.PDF |
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| Sumario: | The assessment of learning is a controversial issue at all levels of the education system. Teachers? work at the university studied is organized into groups based on disciplinary or pedagogical-curricular affinity. Six teachers and professors share instructional and assessment responsibilities in the Economics course under study. We assume, therefore, that the decisions on learning assessment are modified by membership of these teams. Thus, we intend to understand what conceptions about learning assessments are held by university teachers belonging to the same workteam. To this end, we decided to carry out an instrumental case study, following a qualitative logic and research design. We used two techniques for data collection: in-depth interviews and classroom observation. The analysis\ncarried out is presented and structured under two perspectives: the personal dimension and the institutional dimension. These complementary points of view allowed us to focus on both the configuration of the teaching role, and the characteristics of the teacher workteam, understood as an institutional setting which affects individual actions. The conclusions we reached identify the limits in putting personal conceptions into action. Likewise, we recognized the teachers? margins of freedom within the classroom, where implicit conceptions about evaluation prevail as the basis of action. |
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