La evaluación de los aprendizajes, desde la perspectiva estudiantil, en dos carreras en Ciencias de la educación en México y Francia
The assessment actions have achieved an important position in the reform processes of the educational systems worldwide, partly because they are seen as a suitable resort to guarantee the quality of teaching. The internationalization of knowledge has brought about the expansion of specialized knowle...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2009 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18866 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/18866 |
| Access Level: | acceso abierto |
| Palabra clave: | Universidad Estudiantes Evaluación del aprendizaje Prácticas de evaluación University Students Learning assessment Assessment practices |
| Sumario: | The assessment actions have achieved an important position in the reform processes of the educational systems worldwide, partly because they are seen as a suitable resort to guarantee the quality of teaching. The internationalization of knowledge has brought about the expansion of specialized knowledge deriving from the diverse educational assessment practices that have contributed to put into effect some modifications to the programs, the teaching-learning processes and the conceptual debate. This article proposes an analysis of the opinions expressed by students enrolled in the degree courses of Education Sciences and Paedagogy at the Paris X University (Nanterre) and the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, Mexico City), in order to obtain an approach to how the daily assessment practices of learning established in both institutions are considered, keeping distance with regard to the orientation of some available theories. This intimate knowledge of how learning is assessed has as purpose to attract the researchers’ and university teachers’ attention to increase their systemic knowledge about the matter and improve its application. |
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