Practicas Evaluativas Exitosas En El Proceso De Enseñanza Aprendizaje

Abstract

This article is intended to characterize the evaluative practices used by teachers to evaluate the learning process in the light of theoretical approaches. This research is inserted in the historical paradigm hermeneutic, of qualitative nature, also, for the analysis of the category practice evaluative, was used the methodological ethnographic design, considered successful, by the Interactionism Symbolic that is generated between the investigator and the subject investigated. It is intended to describe and analyses the evaluation of the learning as an educational phenomenon of relevance within which it is necessary to identify the evaluative practices implemented by the teachers, recognizing the point of view of each one and how they have Structured this process in teaching.