Análisis sobre las concepciones de evaluación en un grupo de docentes de Bogotá

Abstract

Research on educational assessment has led to constant reflection on the conceptions and practices that teacher have. In this sense, this research seeks to analyze the assessment models and conceptions that are established in teaching practices related to factors such as academic training. This work can be classified as mixed, correlational, and of a non-experimental design. Two instruments were designed. The first one about characterization, and the second, a Likert scale that inquired about the teaching conception of assessment practices and the relationship with four suggested categories: measurement, judgment, promotion, and constructivism. The instruments were applied to 79 graduates from all areas of knowledge, with at least one year of work experience.