Valoración y evaluación de la calidad de la educación: Modelo basado en los procesos de transformación curricular de la educación Secundaria en países de América Latina, el Caribe y estudios comparativos internacionales
Abstract
Durante los últimos tiempos se ha retomado y fortalecido el debate, la discusión y el diálogo nacional e internacional en torno a la calidad de la educación, su valoración y evaluación en todos los ámbitos del sistema educativo. Sin embargo, escasean las propuestas concretas para implementar prácticas de evaluación educativa, que respondan a concepciones sociocríticas, comunitarias, productivas transformadoras de la sociedad y la educación. Este déficit conceptual y práctico debe ser superado lo más pronto posible. Para ello, se requiere de investigaciones empíricas, por una parte, pero también de reflexiones e investigaciones teóricas, tal como lo hemos venido desarrollando desde hace unos años en el Grupo de Investigación y Difusión de la Educación Matemática (GIDEM), en República Bolivariana de Venezuela y el Instituto Internacional de Integración del Convenio Andrés Bello (IIICAB), en el Estado Plurinacional de Bolivia. Estas investigaciones y reflexiones nos han permitido discutir, en primer lugar, aspectos relacionados con la educación secundaria o media en correspondencia con teorías del desarrollo escolar y curricular, en tercer lugar debatir orientaciones vinculadas con la calidad de la educación y, por último, elaborar un modelo de ocho grandes dimensiones, con sus correspondientes categorías, subcategorías e indicadores, para la valoración y evaluación de la calidad de la educación desde una mirada interdisciplinaria, participativa, cualitativa, cuantitativa, sociocrítica, cooperativa, y colaborativa.
In recent times, the national and international discussion and the dialogue about the quality of education, its valuation and evaluation in all areas of the education system have been taken up again in central spaces. However, there is still a scarcity of concrete proposals to implement practices of education evaluation that respond to the socio-critical, communitarian, productive and transformative conceptions of society. This conceptual and practical déficit has to be overcome. For this purpose, we need experts in empirical research, thinkers and experts in theoretical research, who find a solution to the pressing educational problems. One important expert group that has already existed for several years is the Group for the Research and Dissemination of Mathematical Education (GIDEM for its Spanish name) in the Bolivarian Republic of Venezuela and the International Institute for Integration of the Convenio Andrés Bello (IIICAB) in the Plurinational State of Bolivia. The members of GIDEM have carried out research and reflections that have allowed us to discuss, above all, aspects related to middle and high school in relation to theories about student and curriculum development. Other important topics that were debated include orientations linked to the quality of education. Finally, the group elaborated a model with eight great dimensions and corresponding categories, subcategories and indicators for the valuation and evaluation of the quality of education from interdisciplinary, participative, qualitative, quantitative, socio-critical, cooperative and collaborative perspectives.
In recent times, the national and international discussion and the dialogue about the quality of education, its valuation and evaluation in all areas of the education system have been taken up again in central spaces. However, there is still a scarcity of concrete proposals to implement practices of education evaluation that respond to the socio-critical, communitarian, productive and transformative conceptions of society. This conceptual and practical déficit has to be overcome. For this purpose, we need experts in empirical research, thinkers and experts in theoretical research, who find a solution to the pressing educational problems. One important expert group that has already existed for several years is the Group for the Research and Dissemination of Mathematical Education (GIDEM for its Spanish name) in the Bolivarian Republic of Venezuela and the International Institute for Integration of the Convenio Andrés Bello (IIICAB) in the Plurinational State of Bolivia. The members of GIDEM have carried out research and reflections that have allowed us to discuss, above all, aspects related to middle and high school in relation to theories about student and curriculum development. Other important topics that were debated include orientations linked to the quality of education. Finally, the group elaborated a model with eight great dimensions and corresponding categories, subcategories and indicators for the valuation and evaluation of the quality of education from interdisciplinary, participative, qualitative, quantitative, socio-critical, cooperative and collaborative perspectives.
Description
Vol. 6, No. 2