Importancia de la reflexión y del diálogo en el uso de portafolios como método para la evaluación y el aprendizaje equitativos

Abstract

The evaluation is one part of educational teaching, one critical moment that has to do with the formation of the students, this is when they are organized, value, judge, certify, estimated or examine, what they learned in turn to the teaching itself. In this work we will give the reasons for such circumstance will be seriously fundamental by a procedure reasonable, equitable and just in both ways, for the one who evaluates and for the one that is gone to be value. The authors we begin of the principle that giving a grade, implies to classify the students through numerical or alphabetical notes, which suggest the accreditation or the approval of a curse according to certain criteria and standards, maybe not taking of a common agreement between students and professors. Meanwhile the evaluation implies to give an estimate or a validation about what they learned, and for that the formation of the students. According to criteria, levels and evaluation judgments preferably discussed for all actors of the education practice, for which we observe one transcendental difference: the practice of assigning the qualifications, excludes some students in front of others, some been better and others been judged with low grades, the other process throws aside such exclusion to reveal all the pedagogical knowledge in the comprehensive educational plot and the evaluation of the learned on a particular context, where the contrast of talents and cultural habits do not become a matter of exclusion and not the contrary, an approaching motive and the approval of the equality beginning from the difference and supposes a human judgment and a dialogue.