Bibliographic Details
| Title: |
COHERENCIA ENTRE PERFILES DE EGRESO E INSTRUMENTOS DE EVALUACIÓN EN CARRERAS DE EDUCACIÓN BÁSICA EN CHILE. |
| Alternate Title: |
COHERENCY BETWEEN GRADUATE PROFILES AND ASSESSMENT INSTRUMENTS IN PRIMARY EDUCATION TEACHER PREPARATION PROGRAMS IN CHILE. |
| Authors: |
Möller, Isabel1 isabelmollerl@gmail.com, Gómez, Héctor1 hrgomez@uc.cl |
| Source: |
Calidad en la Educación. dic2014, Issue 41, p17-49. 33p. |
| Abstract (English): |
The present article presents the results of an analysis of the existing relationship between the competencies or skills, declared in the graduate profiles of different primary education teacher preparation programs, and the evaluation indicators used in the various disciplines outlined in the curriculum. The study aims to evaluate the correspondence and progression in the attainment and development of said competencies and in turn, the degree of consistency between the profiles and assessments, specifically for the disciplines of Assessment, Curriculum and Instruction, of four institutions of higher learning. The main findings of the study indicate that although the teachers demonstrate a culture of assessment, which considers the use of systematized criteria and indicators in assessment frameworks familiar to the students, there are no strategies, by way of an intentional and reflective practice of incorporating the competencies of each discipline and their respective assessment tools, that would guarantee the progressive attainment of the skills declared in the profiles. As a result, significant aspects of the graduate profiles remain unassessed. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El presente artículo expone los resultados del análisis de la relación existente entre las competencias o habilidades que declaran los perfiles de egreso de diferentes carreras de Educación Básica y los indicadores de evaluación utilizados en asignaturas del plan de estudios, con el objetivo de evaluar su correspondencia y gradualidad en la consecución y desarrollo de estas competencias y, por tanto, el grado de coherencia entre perfiles y evaluaciones, específicamente en las asignaturas de Evaluación, Currículum y Didáctica de cuatro instituciones. Las principales conclusiones del estudio señalan que si bien los docentes demuestran poseer una cultura evaluativa que considera el uso de criterios e indicadores sistematizados en pautas conocidas por los estudiantes, no existen estrategias que aseguren el logro progresivo de las habilidades declaradas en el perfil como un ejercicio consciente e intencionado de incorporación de las competencias a cada asignatura y a sus respectivos instrumentos de evaluación, lo que da como resultado que muchas veces partes importantes de aquellas, quedan sin ser evaluadas. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
