Evaluación cualitativa en el ambiente de aprendizaje
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2019-11-04
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Universidad Nacional de Educación
Abstract
El objetivo de este trabajo de investigación, es el predominio de la filosofía positivista y de la psicología conductista y las políticas educativas oficiales que se implementaron, han posibilitado una marcada hegemonía de la evaluación cualitativa en educación hasta que desde mediados del siglo pasado, con la evaluación descriptiva y luego gradualmente con la difusión de la evaluación responsable, democrática, iluminativa, como crítica artística y como fenómenos de acción política, la Evaluación Cualitativa ha ido ganando espacios pero muy precariamente, empleando técnicas como la observación, entrevista, grupos focales, diario del evaluador-investigador, estudio documental y análisis de contenidos.
La evaluación cualitativa, que se caracteriza por su enfoque de totalidad, complejo y profundo, así como por su propuesta naturalista, realista, flexible, multifacética, que valora mucho la subjetividad y la singularidad, posee las correspondientes fundamentaciones epistemológicas, sobre todo hermenéuticas, fenomenológicas y críticas; fundamentos pedagógicos, que valoran mucho la criticidad, creatividad, investigación y globalización; fundamentos sicológicos en los que se ponen de relieve los aportes de las psicologías dinámicas como la cognitiva, Gestalt y la psicopedagogía; fundamentos ético-axiológicos como claves de la esencia formativa de la educación en la familia, la escuela, la comunidad y el mundo globalizado; y fundamentos sociopolíticos, ligados a los problemas de la desigualdad social, la democracia, los conflictos sociales y el desarrollo social.
Al respecto, se han desarrollado algunas estrategias para garantizar una buena aplicación de la evaluación cualitativa a los procesos de enseñanza-aprendizaje, tales como estrategias de aseguramiento de la calidad, procedimentales de sistematización y planificación, operativas en el campo, desarrolladoras de integración holística y metaevaluativa. Asimismo, son viables las propuestas de técnicas e instrumentos orientadas a promover la evaluación cualitativa.
The objective of this research work is the predominance of positivist philosophy and behavioral psychology and the official educational policies that were implemented have enabled a marked hegemony of qualitative evaluation in education until since the middle of the last century, with the descriptive evaluation and then gradually with the dissemination of responsible, democratic, illuminating evaluation, as artistic criticism and as phenomena of political action, Qualitative Evaluation has been gaining space but very precariously, using techniques such as observation, interview, focus groups, diary of the evaluator-researcher, documentary study and content analysis. Qualitative evaluation, which is characterized by its totality, complex and profound approach, as well as by its naturalistic, realistic, flexible, multifaceted proposal, which highly values subjectivity and singularity, has the corresponding epistemological foundations, especially hermeneutical, phenomenological. and criticism; pedagogical foundations, which highly value criticality, creativity, research and globalization; psychological foundations in which the contributions of dynamic psychologies such as cognitive, Gestalt and psychopedagogy are highlighted; ethical-axiological foundations as keys to the formative essence of education in the family, school, community and globalized world; and sociopolitical foundations, linked to the problems of social inequality, democracy, social conflicts and social development. In this regard, some strategies have been developed to guarantee a good application of qualitative evaluation to teaching-learning processes, such as quality assurance strategies, procedural systematization and planning, operational in the field, developers of holistic integration and meta-evaluative. Likewise, proposals for techniques and instruments aimed at promoting qualitative evaluation are viable.
The objective of this research work is the predominance of positivist philosophy and behavioral psychology and the official educational policies that were implemented have enabled a marked hegemony of qualitative evaluation in education until since the middle of the last century, with the descriptive evaluation and then gradually with the dissemination of responsible, democratic, illuminating evaluation, as artistic criticism and as phenomena of political action, Qualitative Evaluation has been gaining space but very precariously, using techniques such as observation, interview, focus groups, diary of the evaluator-researcher, documentary study and content analysis. Qualitative evaluation, which is characterized by its totality, complex and profound approach, as well as by its naturalistic, realistic, flexible, multifaceted proposal, which highly values subjectivity and singularity, has the corresponding epistemological foundations, especially hermeneutical, phenomenological. and criticism; pedagogical foundations, which highly value criticality, creativity, research and globalization; psychological foundations in which the contributions of dynamic psychologies such as cognitive, Gestalt and psychopedagogy are highlighted; ethical-axiological foundations as keys to the formative essence of education in the family, school, community and globalized world; and sociopolitical foundations, linked to the problems of social inequality, democracy, social conflicts and social development. In this regard, some strategies have been developed to guarantee a good application of qualitative evaluation to teaching-learning processes, such as quality assurance strategies, procedural systematization and planning, operational in the field, developers of holistic integration and meta-evaluative. Likewise, proposals for techniques and instruments aimed at promoting qualitative evaluation are viable.
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Huayanay Yupanqui, M.C. (2019). Evaluación cualitativa en el ambiente de aprendizaje (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle. Lima, Perú.