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EVALUATION AS A TOOL FOR CONOCIMIENTOCon starting point in a personal anecdote, discusses the role of evaluation, through the thoughts outlined by different authors.

"Tell me and I forget, teach me and I remember, involve me and I learn" Benjamin Franklin (1706-1790)

American statesman.

LEARNING AND ASSESSMENT

The phrase of the famous American statesman and scientist, Benjamin Franklin, reveals a reality that is seen not only in academia but also in professional, sports, and many other disparate universes, which embodies the gulf between the world of teaching and meaningful learning.

The statement, made explicit in the more rigid forms of teaching, and materialized in memorizing the speech teacher, can only be accompanied by various assessments impersonal, timeless and based on a result that expresses practicality, reliability and some slight validity of content.

If the teacher facilitates the classroom context and help the student involved, that their views and even their decisions are relative, the willingness to learn will be much higher. And the evaluation of this process and its results, may be merged.

Below is a brief personal narrative transcribed, lived as a student in a curious way, and now as a teacher experienced analytically, dating from the time course of the last subjects of degree. From the story, attempting an analysis of the use of evaluation and its purpose.

STORY

At that time, I participated in my first course that does not resort to traditional methods of evaluation to demonstrate the acquired knowledge and meaningful learning.

The activities were developed during the course contained, in itself, an appraisal or valuation of our degree of learning, individual and group work interspersed, open book exams and classes taught

by the students themselves, tests of reading, sharing professional experiences, self-assessments and many other tasks that were substantially different classes and the objective.

Over time, almost at the end of the semester, the teacher knew conclusively the degree of learning of each student and probably many of us knew the rest of our peers.

One of the last class, the teacher in charge, proposed that each brainstorm about the issues and concepts discussed that we should bring the completed. From this meditation, asked each student to write on a sheet and deliver the items to be reviewed or deepen.

These topics were evaluated in a formal and traditional mode, and corrected by the students themselves, sharing results and settings in a regular classroom.

AN? RETROSPECTIVE ANALYSIS

During the course, for the first time in my career, had been involved in evaluative modes whose functions were successful in the diagnosis, training and synthesis. Had been allowed to know what was the starting point for building new knowledge, know how to begin the process of learning and, finally, determine promotion or not students.

These aspects made explicit in the ways assessment assumes, are classified by Maria Isabel Bontá * 1 on: diagnostic assessment, process evaluation and product evaluation.

There was a purpose, strongly communicated by the teacher, who served as the ultimate objective (utility). From this, learning was assessed

by the students themselves, tests of reading, sharing professional experiences, self-assessments and many other tasks that were substantially different classes and the objective.

Over time, almost at the end of the semester, the teacher knew conclusively the degree of learning of each student and probably many of us knew the rest of our peers.

One of the last class, the teacher in charge, proposed that each brainstorm about the issues and concepts discussed that we should bring the completed. From this meditation, asked each student to write on a sheet and deliver the items to be reviewed or deepen.

These topics were evaluated in a formal and traditional mode, and corrected by the students themselves, sharing results and settings in a regular classroom.

AN? RETROSPECTIVE ANALYSIS

During the course, for the first time in my career, had been involved in evaluative modes whose functions were successful in the diagnosis, training and synthesis. Had been allowed to know what was the starting point for building new knowledge, know how to begin the process of learning and, finally, determine promotion or not students.

These aspects made explicit in the ways assessment assumes, are classified by Maria Isabel Bontá * 1 on: diagnostic assessment, process evaluation and product evaluation.

There was a purpose, strongly communicated by the teacher, who served as the ultimate objective (utility). From this, learning was assessed

, Existing as an evaluation program based on instruments that ensure sustained the validity, reliability and practicality of the evaluative moment.

These characteristics, in terms of Bertoni, Poggi and Tybalt, are indispensable for the meta * 2 or Camilloni Alicia words: "to evaluate the effectiveness of assessment" for data transformed into information used to perform an evaluation about the same evaluation.

Through testing of type "Multiple Choice", "True or False" or "right choice selection," in conjunction with other written and oral development, the teacher sought a balance between reliability and validity, inserting a logical positivist paradigm other mostly interpretive.

It is sometimes claimed the exact knowledge of an objective concept, while the same or different topics requiring a more subjective and personal development.

Furthermore, cross correction between students, group presentations and other similar instruments, facilitated the computation and analysis of results. Much of the evaluations were rated for the same learning process.

FIFTEEN THE PREMISES

Are evident in the account of reference, most of the issues that are proposing Betoni, Poggi and Tybalt: assessments consistent with the teaching process, quantitative and qualitative, focusing on the knowledge acquired and not learned (errors and / or omissions) expressed in results, without ceasing to pay special attention to process, context and attitudinal values ​​of each student.

It really is complex, from my position as a student and my vague memory or, today show the existence of unobservable effects assessments or implied in that course, as well as the inclusion of the ethical dimension. I have this, at least strongly in my memory, the latter's development of concepts during the course so that I believe that have not existed as such.

TECHNIQUES AND INSTRUMENTS

According to the classification proposed by Maria Isabel Bontá, in his text "Evaluation Techniques and Tools", it detects the application of individual and group techniques, diagnostic, process and product, oral and written self-assessment and hetero, structured and unstructured.

Likewise, some of the perceived advantages and disadvantages of each technique: the economy of the written exams times in contrast to its low validity and reliability, excellent individual diagnosis versus the difficulty of comparison between students oral examination, ease of correction to the detriment of the evaluation of processes such assessments show "true or false", the real professional dimension in using the case method and problem solving versus the inability to quantify the effort each group member .

On the other hand, has not had the reference year, with formalization of the process evaluation or interviews as evaluative methods.

It has been used either in full the concept of portfolio, put forward by Hilda Quintana, although there has been close in the dimension of reflection, but not in a "folder", where students think critically about their own learning process, their progress, achievements and difficulties.