EL PARADIGMA DE LA EVALUACIÓN EDUCATIVA Y SUS IMPLICACIONES EN EL APRENDIZAJE CONSTRUCTIVISTA

Abstract

The work to evaluate must be always supported in a sociocultural reflection of the surroundings in which it is developed to the intrincate relation of the evaluador and the evaluated one.
The traditional vision of this concept is treated by means of a series of experenciales considerations and theoretical character that repel in the educational work and the expectations of the students. The cognitive approach and constructivist this being propped up from the perspective to improve the evaluation instruments that are used with numerous groups and where the main complaint of the conductismo is the lack of a “evaluation” strictly based on
the “objective”. Before this reduccionista vision of the evaluation our proposal reviews the opinion of Vigotsky and the authors whom the cognoscitivismo and the constructivism see in solutions and alternatives different to evaluate the capacity of social participation and analysis and discussion of the problems relative to the social Psychology. The clear definition of a philosophy of the evaluation becomes necessary for educational in the this field of formation then this considerably repels in the situation of conceptual defenselessness that the student to the being faced examinations closed with little opportunity lives on opinion and trims in answers previously considered by which it has in his hands the power of the evaluation.