Learning Beyond August 3, 2018 at 7:02 pm
It is abundantly clear and demonstrated to evaluate the performance of students in contexts such as classroom, not only reduces the teacher's gaze on the many codes that have their students but also undermines the fundamental principles of evaluation which are, inter others, to safeguard the relevance, validity and reliability of those instruments that are used daily to evaluate. Let's see some relevance of this notion of double or triple in size, relevant curriculum (socio-cultural), relevant learning and, indeed, appropriate assessment, it has been handled at the discretion of political and ideological considerations which have nothing relevant to its implementation from the ground zero. There is no contradiction in wanting to assess for learning, without doubt. The truth is that our own culture is not conducive to the implementation of this condition to learn, and much has been said and declared on "the importance of evaluating a new paradigm of permanent oscillations …" But the time at which properly takes this imperative, allowing truth to build their own learning communities and relevant ways to design and plan the curriculum and assess, under that, the learning of their students? How to evaluate without considering the natural and cultural contexts where it has learned from all of the value of the family, the power of truth, respect yourself and others, the lentils are iron and make us strong, that wash teeth three times a day to prevent overspending on dentist, that sloth muscles atrophy and the brain, and so much more …
