Práctica evaluativa docente y su relación con los resultados de las pruebas saber 9°

Abstract

The general purpose of this research was to analyze the relationship between the evaluative practices of the 9th grade teacher in the area of Language at the San Antonio de Padua Rural Educational Institution in the municipality of Vigía del Fuerte, Antioquia, Colombia, and the performance obtained by the students in the Saber Test. At a theoretical level, a general vision of evaluation was developed, starting with the definition, types and applications from the territory, pedagogy and diversity. As for the methodology, it is inscribed in a socio-critical paradigm, with a qualitative research approach, framed in a descriptive type of research through a single case study, which allowed the identification, description, interpretation and analysis of the evaluative practices of the teacher in the classroom, since it has the necessary conditions to analyze a given situation. The population consisted of 8 teachers of the IER San Antonio de Padua, distributed in different areas and subjects. From the group of 8 teachers, a representative sample of a teacher in charge of the Language area was selected. Documentary analysis, participant observation and semi-structured interview were used as data collection techniques, and the file or documentary record and the field diary were used as data collection instruments. These instruments made it possible to demonstrate each of the stages of the research process. In conclusion, in the IE, the evaluation in the area of Language is used to measure the students' performance and it is done in a varied manner, although it is not developed by competencies. In addition, the results of the evaluation or of the instruments applied in the classroom are measures of learning, but no efficient feedback is evident either for the students or for IE.