Abstract

GRAIZER, Oscar L. et al. Criterios de evaluación y transiciones entre niveles educativos: una aproximación metodológica. Espac. blanco, Ser. indagaciones [online]. 2024, vol.34, n.1, pp.149-159. ISSN 1515-9485.  http://dx.doi.org/https://doi.org/10.37177/unicen/eb34-381.

The article presents the theoretical and methodological elaborations of a study developed in the area of Great Buenos Aires about the evaluation practices in the transitions between levels of the educational system. Based on empirical results it presents the discussion over the transformation of the project initial research object which was in the category of “evaluative events”, towards the conceptualization of “evaluative criteria”, following Basil Bernstein’s theory. Evaluative criteria are taken as constructs that allow to identify the variation of teachers’ expectations in the transitions between educational levels. It presents the process of construction of semantic networks used for the analysis of empirical material obtained in the fieldwork, the elaboration of a language of description in order to address evaluation criteria, and the construction of the three criteria which arose from the codification: criteria for the selection of contents, of students classification and evaluative criteria. The last part illustrates some of the findings for each criteria, giving an account of the specificities according to the educational level.

Keywords : school trajectories; evaluation; transitions between educational levels; teachers criteria; Bernstein.

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