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Insubordinate practices in mathematics evaluation

Nasser, Lilian; Lima, Daniel de Oliveira; Vaz, Rafael Filipe Novôa; da Silva, Fabio Menezes (2019). Insubordinate practices in mathematics evaluation. Revista Internacional de Pesquisa em Educação Matemática, 9(3), pp. 114-128 .

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Resumen

This article reports a Conversation Sessionpresented at ICOCIME 2,discussingactions undertaken bythreePhD students of the Post-Graduate Program in Mathematics Teaching (PEMAT), of the Federal University of Rio de Janeiro. Innovative evaluation proposals differ from traditional models, both in terms of the assessment of students’ performance, and in relation to the attitudes of the teachersresponsible for the assignment of the grades. Commonly associated with tests, school assessments in mathematics are instruments with generally well-defined characteristics: individual, written, and time bounded.They are usually composed bysingle response questions and offer generic treatment to all students withthe intention of being neutral.Usually applied at the end of a learning cycle, the tests are conceived in a positivist philosophy that attributes to this instrument a character of impartiality and justice. Insubordinate and creative proposals indicate the need to know the students involved in the process, in order to establish a meaningful teaching and learning relationship. In a critical and progressive perspective of the evaluation, it is necessary to consider democracy in the evaluating instrument to build bridges between teachers and students, avoiding the deviations of subjectivity and biases in the correction of the tests.

Tipo de Registro:Artículo
Términos clave:08. Evaluación > Funciones de la evaluación
05. Profesor > El papel del profesor
08. Evaluación > Instrumentos de evaluación
05. Profesor > Desarrollo del profesor
Nivel Educativo:Estudios de posgrado
Código ID:27486
Depositado Por:Monitor Funes 2
Depositado En:02 Jul 2022 15:25
Fecha de Modificación Más Reciente:02 Jul 2022 15:25
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