Prácticas evaluativas de profesores de matemáticas durante la pandemia

• Gaona, Jorge ^[1] ; Palacios, Marcelo ^[2]
  1. [1] Universidad de Playa Ancha, Valparaíso, Chile
  2. [2] Ministerio de Educación, Viña del Mar, Chile
• Localización: Revista chilena de educación matemática, ISSN-e 2452-5448, ISSN 0718-1213, Vol. 15, Nº. 1, 2023 (Ejemplar dedicado a: Revista Chilena de Educación Matemática), págs. 3-14
• Idioma: español
• DOI: 10.46219/rechiem.v15i1.123
• Títulos paralelos:
  • As práticas de avaliação dos professores de matemática durante a pandemia
  • Assessment practices of mathematics teachers during the pandemic
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo se reportan los resultados de un estudio exploratorio que busca caracterizar prácticas implementadas por docentes pertenecientes a redes de mejoramiento escolar de la Región de Valparaíso, en los procesos de evaluación durante la pandemia del COVID-19, específicamente en el primer semestre del 2020. Nos interesamos, particularmente, en las evaluaciones de la asignatura de Matemáticas, de las cuales, algunas de ellas fueron realizadas con tecnología digital. Se hizo un análisis temático para caracterizar las respuestas de los profesores. En el marco conceptual se definieron categorías de análisis: valor pragmático versus epistémico de las evaluaciones, evaluación sumativa versus formativa y evaluación para y del aprendizaje. Los resultados muestran una dicotomía entre la evaluación automática y la evaluación manual, pues mientras en la primera las ventajas son prácticamente solo de tipo pragmáticas, en las evaluaciones manuales las ventajas son formativas o relacionadas con la evaluación del aprendizaje.

  • English

    This article reports the results of an exploratory study that aims to characterise the changes that teachers belonging to a school support network in the Valparaiso Region have made in the assessment process during the COVID-19 pandemic, specifically in the first half of 2020, particularly in the use of technology for assessments and in the use of manually corrected assessments. A thematic analysis was made to characterize teachers' responses.  The conceptual framework defined categories of analysis: pragmatic vs epistemic value of assessments, summative vs formative assessment and assessment for and of learning. The results show a dichotomy between automatic assessment and manual assessment, since while in the former the advantages are practically only pragmatic, in manual assessments the advantages are formative or related to learning assessment.

  • português

    Este artigo relata os resultados de um estudo exploratório que procura caracterizar as mudanças que professores pertencentes a uma rede de apoio escolar na Região de Valparaíso realizaram no processo de avaliação durante a pandemia da COVID-19, especificamente no primeiro semestre de 2020. Estamos particularmente interessados em avaliações assistidas e não assistidas por tecnologia. Foi realizada uma análise temática para caracterizar as respostas dos professores. Na estrutura conceitual, foram definidas categorias de análise: valor pragmático vs epistêmico das avaliações, avaliação sumativa vs formativa e avaliação para e da aprendizagem. Os resultados mostram uma dicotomia entre a avaliação automática e a avaliação manual, pois enquanto na primeira as vantagens são praticamente apenas pragmáticas, na avaliação manual as vantagens são formativas ou relacionadas com a avaliação da aprendizagem.

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