Evaluations As An Integral Part Of Teaching

Evaluations as an integral part of teaching

In the elaboration of the classroom plans, the PEI, the school context and the characteristics of the students must be taken into account. These plans together with the area plans are central tools within the curricular design process, because through them the learning goals and teaching, learning and evaluation strategies are established.

The Ministry of National Education has supported the application of national external evaluations such as knowledge tests, the state exam to enter Higher Education and internationally participation in external evaluations, such as PISA, TIMSS, SERCE, and ICCS. The MEN defines the evaluation as: one of the activities that are part and develop within the training process that is advanced in the school institution, with which students not only learn, but especially, the teachers do, because fromof it is that they must visualize, organize and plan their teaching work. (Men, 2009, p. 23)

In that order of ideas, evaluations are complementary actions in the training process for students, teachers, educational establishments, Secretariats of Education, State and Society in general to “have permanent, reliable and technical information on educational quality and the specific performance ofStudents, in different components of basic skills ”. The above with the purpose not only of knowing the results but as a formative and constructive process to reorient pedagogical processes in the classroom and “impact in a concrete, punctual, effective and effective way to the actors of the system and the educational quality of the country.

”(Men, 2010).

In the update of the classroom plans it is necessary that the teacher involves a series of stages, moments and actions in order to determine the quality of the teaching process and the scope of the expected learning in the students. In this process of planning, implementation and monitoring, external evaluations meet a fundamental role for curricular strengthening since it allows the teacher to recognize the strengths and weaknesses of the teaching, learning and evaluation process and plan improvement actions by monitoring learning through learning throughof the pedagogical use of the results, adopting more effective pedagogical processes for the acquisition and development of students’ skills. 

In this order of ideas, external evaluations must be understood as an integral part of teaching and an opportunity to know not only that students know so much, but also the relevance and effectiveness of teaching action, teaching and teaching processeslearning, classroom evaluation techniques, curriculum, didactic resources and other pedagogical aspects.