Hacia una evaluación cualitativa en el aula

Abstract

This essay is about the issue of evaluating learning, including a review of the work of various authors in the subject, and in particular a reflection on experiences in the area in university teaching during the last ten years. Results are presented from theoretical and methodological debates, analysis and discussions with students and professors who participated in the Pedagogical Theory course in the Pedagogy program at the University of Mexico Faculty of Arts, in the diploma "Teaching as a forum for reflection, creativity and pedagogical involvement" in the Teaching and Evaluation module taught at the University of Mexico Faculty of Accounting and Administration, and in talks and seminars given at various educational institutions in Mexico. The article discusses five aspects which attempt to shape a different perspective on qualitative evaluation in the classroom; posing questions about teaching and evaluation in terms of the concepts and practices inherent in the task of teaching; an outline of quantitative and qualitative evaluation, including a discussion of challenges and limitations; a set of brief proposals for evaluation in education and group learning as two strategic options for evaluation; a proposal suggesting portfolios as the ideal tool for a viable method for conducting evaluations while regulating and giving feedback on the teaching-learning process, and finally, some overall reflections.