Factores que inciden en la calificación que los docentes asignan a los alumnos
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El propósito de este artículo fue determinar cuáles son las prácticas de evaluación que sustentan la calificación asignada por los profesores a los alumnos y que tan válida y confiable es la información que sustenta la calificación. Se utilizó como metodología el análisis documental para identificar la literatura especializada sobre los factores que influyen en la calificación que los profesores asignan a los alumnos. Se analizaron 27 estudios y se encontró predominio de prácticas no alineadas a los programas de estudio, calificaciones basadas en una mezcla de factores cognitivos y no cognitivos y ausencia de formación en evaluación. Se concluye que es cuestionable la confiabilidad y validez de las calificaciones asignadas por los profesores, es necesario fortalecer la literacidad en evaluación de los docentes y directivos escolares, entrenamiento en prácticas de calificación efectivas y promover la evaluación formativa.
The purpose of this article was to determine the evaluation practices that support the grade assigned by teachers to students and how valid and reliable the information that supports the grade is. Documentary analysis was used as a methodology to identify the specialized literature on the factors that influence the grade that teachers assign to students. Twenty-seven studies were analyzed and a predominance of practices not aligned with the study programs, grades based on a mixture of cognitive and non-cognitive factors, and a lack of evaluation training were found. We concluded that the reliability and validity of the grades assigned by teachers is questionable, it is necessary to strengthen literacy in the evaluation of teachers and school directors, training in effective grading practices and promoting formative evaluation.
The purpose of this article was to determine the evaluation practices that support the grade assigned by teachers to students and how valid and reliable the information that supports the grade is. Documentary analysis was used as a methodology to identify the specialized literature on the factors that influence the grade that teachers assign to students. Twenty-seven studies were analyzed and a predominance of practices not aligned with the study programs, grades based on a mixture of cognitive and non-cognitive factors, and a lack of evaluation training were found. We concluded that the reliability and validity of the grades assigned by teachers is questionable, it is necessary to strengthen literacy in the evaluation of teachers and school directors, training in effective grading practices and promoting formative evaluation.
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Vol. 6, No. 24