Resignificando las concepciones y prácticas de la evaluación del aprendizaje en noveno grado

Abstract

This project addresses the need to resignify students' understandings and practices regarding learning assessment through a formative approach rooted in the theoretical advancements of great pedagogues. Under a traditional framework, students perceive the assessment process from a transactional perspective, reducing learning to a utilitarian exchange of tasks for qualitative or quantitative grades, and conceiving learning assessment merely as a requirement to pass, or to receive rewards or punishments. To address this problem, a pedagogical intervention was designed and implemented to deconstruct this paradigm, promoting autonomy, self-reflection, and the active participation of students in their own improvement processes. Methodologically, the study was structured through the Action Research cycle, which encompassed the phases of reflection, planning, action, and observation. The preliminary results, analyzed retrospectively in light of the collected evidence, reveal that the traditional assessment system has left deep marks in the classrooms, hindering the renewal of practices and the use of assessment as a learning tool rather than one of control. Consequently, this analysis allowed for the understanding that a single, isolated action is insufficient to transform the deeply rooted conceptions within the school culture. Conversely, an articulation of educational stakeholders is necessary for a true transformation to take place and for formative assessment environments to be built.