Reforma y evaluación: una propuesta de evaluación para las ciencias sociales desde la escuela colombiana

Abstract

In Colombia, as in many developing countries, assessment is part of the educational reforms that seek to achieve educational quality through the formulation of policies. These reforms have found in standardized and massified tests their most important representative, which is reflected in a generalized increase of studies based on transnational learning assessments (PISA, TIMSS, PIRLS, LLECE, etc.) that allow making comparisons and classifications in cognitive terms and, ultimately, short and long term educational policy orientations. Given the above context and following Williams and Cummings (2005), it is proposed to affirm that reform policies in the field of assessment should not be limited only to the orientations of international institutions and transnational measurements, but should also include the pedagogical proposals of different actors with the capacity to influence the agenda, among them teachers. The pedagogical practice of teachers, understood as agents that can influence the formulation and implementation of educational public policies, opens a path for reflection on how, through peace education projects, Colombian schools propose classroom evaluation alternatives for the social sciences.