Resumo

RAVELA, Pedro; LEYMONIE, Julia; VINAS, Jennifer  e  HARETCHE, Carmen. La evaluación en las aulas de secundaria básica en cuatro países de América Latina. Propuesta educativa (Online) [online]. 2014, n.41, pp.20-45. ISSN 1995-7785.

This study aims to analyze the evaluation practices of the natural science teachers in basic secondary education in Chile, Colombia, Peru and Uruguay. The empiric evidence gathered shows the tasks students need to complete when they are evaluated by their teachers mainly require them to remember or state concepts, as well as to apply formulas to solve exercises. Feedback often focuses on analyzing the mistakes in the responses given. As the tasks are of low complexity, so are the considerations that can be derived from analyzing student responses. Two grading methods prevail: (1) the calculation of the mathematical average of all the grades given in that period to the student, and (2) the subjective grade assignation- based on the concept the teacher has of the student. Both methods take into account the student's efforts, in-class participation and extra-credit homework completion. Grades are often used to foster student motivation, effort and dedication. Teachers perceive evaluation as a heavy burden, especially given the time required to both prepare and correct the completed tasks. Teachers are aware of not being able to capture their educational objectives -forming thoughtful students- in their evaluation proposals but they do not have the space and time to develop new and more suitable proposals. Most teachers in all the participating countries prepare their evaluations individually. Interaction with colleagues is very limited.

Palavras-chave : Educational Evaluation; Practice Teaching; Secondary Level; Natural Sciences; Tests.

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