Hacia la construcción de una nueva concepción de evaluación para el desarrollo crítico y reflexivo del estudiante del colegio nacional“Eudófilo Álvarez” de la parroquia Belisario Quevedo del cantón Latacunga, provincia de Cotopaxi

Abstract

Long in the formal education system evaluation has I been using as a measure of learning to establish who deserve to year. He's considered an indicator for establishing the grade: children / as, Teens / as; indicates whether the student is outstanding, very good, good, fair or poor, therefore consequently their suitability for promotion is set to next grade level or course. This practice has allowed some cases even in cases reach corruption as in the case of gifts and give gifts to teachers in order to increase their notes to pass the school year. Another consequence is that it has come to situations create inferiority complexes, traumas and problems psychological and social students who do not achieve good grades. The same Thus I consider time "evaluate" does not help the students nor the teacher take actions to improve inter-learning processes, respectively. For this reason, the assessment has been discredited despite being part of the process inter-learning. In most of experimental evaluation has not been used as a means for problems, failures, difficulties, defects in the different aspects of teaching process. Our proposal is to use the assessment as a tool-strategic to improve the quality of education in the community of shared learning 3donde dialogue-learning: students, teachers, educators, parents and community. This research work is inspired by the problems in the every day you live in the formal education system Ecuador, specifically in school National "Eudófilo Alvarez" Parish Belisario Quevedo, this is in the form of conduct the assessment and the consequences for the lives of the students and for all those who make up the institution: Teachers, Parents and community where the campus is inserted. Usually teachers in our country, and not the exception in our school, we apply an evaluation of empirical rather to comply with the dictate the laws and regulations of education and overlooking qualify for promotion or determine promotion or "lost year" of students rather than to rectify feedback procedures or knowledge. This paper attempts to review teaching methods currently pose to enhance mutual learning processes themselves and propose strategies to apply a renewed way to evaluate our school to improve both the educational process and educational practice of teachers and encourage the best performance learners, thus, ensure better quality of education in our establishment. So I present this work waiting to be embraced and implemented at least largely by teachers, learners and parents of the school.