How to Cite
Abstract
RESUMEN
El presente estudio busca conocer las concepciones de docentes sobre una evaluación socialmente justa. Para alcanzar dicho objetivo, se ha llevado a cabo una investigación fenomenográfica en la que han participado 30 docentes de educación Primaria y Secundaria, de centros públicos y privados y situados en contextos socioeconómicos favorables y desafiantes. Los resultados obtenidos muestran que los docentes conciben una evaluación socialmente justa conformada por seis elementos: una evaluación para el aprendizaje (más que del aprendizaje), equitativa y diferenciada para cada estudiante, participativa, que contribuya a la toma de conciencia social, que valore la autoestima y la empatía, y que favorezca y considere la capacidad reflexiva y critica de los estudiantes. Los hallazgos del estudio ponen de manifiesto la importancia de profundizar en concepciones sobre una evaluación socialmente justa del alumnado ya que la práctica evaluativa tiene claras repercusiones en la vida social y académica de los estudiantes.
Palabras Clave: Evaluación de estudiantes, Evaluación socialmente justa, Concepciones de evaluación, Investigación fenomenográfica.
ABSTRACT
The present study seeks to know assessment teachers’ conceptions about what is a socially just assessment. To achieve this objective, a phenomenographical research has been carried out in which 30 teachers of Primary and Secondary education have participated, from public and private schools located in favourable and challenging contexts. The results obtained show how teachers conceive a socially just assessment consisting of six elements: assessment for learning (rather than learning), equitable and differentiated for each student, that contributes to social awareness, which value self-esteem and empathy, and that favor and consider the reflective and critical capacity of students. The findings of our study show the importance of deepening into conceptions about a socially just assessment of students since assessment practice has clear repercussions in social and academic students’ life.
Keywords: Students assessment, Socially just assessment, Assessment conceptions, Phenomenographic research.
References
Åkerlind, G. (2002, junio). Principles and Practice in Phenomenographic
Research. Comunicación presentada en la Current
Issues in Phenomenography Conference, Canberra, ACT.
Atjonen, P. (2014). Teachers’ views of their assessment practice.
The Curriculum Journal, 25(2), 238-259. https://doi.org/10.1080
/09585176.2013.874952
Bowden, J.A. y Walsh, E. (2000). Phenomenography. Phenomenography,
, 154-169.
Brown, G.T.L. (2004). Teachers’ conceptions of assessment: implications
for policy and professional development. Assessment
in Education: Principles, Policy & Practice, 11(3), 301-318.
https://doi.org/10.1080/0969594042000304609
Brown, G.T.L. y Hirschfeld, G.H. (2008). Students’ conceptions
of assessment: Links to outcomes. Assessment in Education:
Principles, Policy & Practice, 15(1), 3-17. https://doi.
org/10.1080/09695940701876003
Brown, G.T.L. y Remesal, A. (2012). Prospective Teachers’ Conceptions
of Assessment: A Cross-Cultural Comparison.
The Spanish Journal of Psychology, 15(1), 75-89. https://doi.
org/10.5209/rev_SJOP.2012.v15.n1.37286
Coll, C. y Remesal, A. (2009). Concepciones del profesorado de
matemáticas acerca de las funciones de la evaluación del
aprendizaje en la educación obligatoria. Infancia y Aprendizaje,
(3), 391-404. https://doi.org/10.1174/021037009788964187
Farrell, V., Ravalli, G., Farrell, G., Kindler, P. y Hall, D. (2012,
Julio). Capstone project: fair, just and accountable assessment.
Comunicación presentada en la 17º ACM Annual
Conference on Innovation and Technology in Computer
Science Education (pp. 168-173). Haifa: ACM. https://doi.
org/10.1145/2325296.2325339
Gipps, C. V. y Murphy, P. (1994). A fair test? Assessment, achievement
and equity. Nueva York, NY: Open University Press.
Harris, L. R. (2008). A phenomenographic investigation of teacher
conceptions of student engagement in learning. The
Australian Educational Researcher, 35(1), 57-79. https://doi.
org/10.1007/BF03216875
Hidalgo, N. y Murillo, F. J. (2017). Las concepciones sobre el
proceso de evaluación del aprendizaje de los estudiantes.
REICE. Revista Iberoamericana de Calidad, Eficacia y Cambio
en Educación, 15(1), 107-128. https://doi.org/10.15366/reice2017.15.1.007
Ibarguren, J. F. A., Marín, N. L. y González, J. M. (2017). La participación
del alumnado en proyectos educativos vinculados
al territorio: propuestas inclusivas en un centro escolar de
secundaria. Aula abierta, 46, 91-96. https://doi.org/10.17811/
rifie.46.2017.91-96
Kushner, S. (2009). Own goals: Democracy, evaluation, and
rights in millennium projects. En K.E. Ryan y J.B. Cousins
(Eds.), Sage international handbook of educational evaluation
(pp. 413-428). Thousand Oaks, CA: SAGE. https://doi.
org/10.4135/9781452226606.n23
Lam, T. (1995). Fairness in Performance Assessment. ERIC Digest.
Martínez, P. M., Carrasco, C. J. G. e Ibáñez, R. S. (2014). Dime
qué preguntas y te diré qué evalúas y enseñas. Análisis de los
exámenes de ciencias sociales en tercer ciclo de Educación
Primaria. Aula Abierta, 42(2), 83-89. https://doi.org/10.1016/j.
aula.2014.05.002
Marton, F. (1981). Phenomenography: describing conceptions of
the world around us. Instructional Science, 10, 177-200. https://
doi.org/10.1007/BF00132516
Marton, F. (1986). Phenomenography: a research approach
to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. https://doi.org/10.24211/tjkte.
28.2.21
McArthur, J. (2015). Assessment for social justice: The role of assessment
in achieving social justice. Assessment & Evaluation
in Higher Education, 3(1), 1-15. https://doi.org/10.1080/026029
2015.1053429
Murillo, F.J. e Hidalgo, N. (2015a). Dime Cómo Evalúas y Te Diré
Qué Sociedad Construyes. Revista Iberoamericana de Evaluación
Educativa, 8(1), 5-9.
Murillo, F.J. e Hidalgo, N. (2015b). Enfoques Fundamentantes de
la Evaluación de Estudiantes para la Justicia Social. Revista
Iberoamericana de Evaluación Educativa, 8(1), 43-61.
Murillo, F. J., Hidalgo, N. y Flores, S. (2016). Incidencia del contexto
socio-económico en las concepciones docentes sobre
evaluación. Profesorado, Revista de Currículum y Formación del
Profesorado, 20(3), 251-281.
Murillo, F. J. e Hidalgo, N. (2017). Students’ conceptions about a
fair assessment of their learning. Studies in Educational Evaluation,
, 10-16. https://doi.org/10.1016/j.stueduc.2017.01.001
Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research:
Cleaning Up a Messy Construct. Review of Educational Research,
(3), 307-332. https://doi.org/10.3102/00346543062003307
Pepper, M.B. y Pathak, S. (2008). Classroom Contribution: What
Do Students Perceive as Fair Assessment?. Journal of Education
for Business, 83(6), 360-368. https://doi.org/10.3200/
JOEB.83.6.360-368
Pettifor, J.L. y Saklofske, D.H. (2012). Fair and ethical student assessment
practices. En C. F. Webber y J. Lupart (Eds.), Leading
student assessment (pp. 87–106). Dordrecht: Springer. https://
doi.org/10.1007/978-94-007-1727-5_5
Prieto, M. y Contreras, G. (2008). Las concepciones que orientan
las prácticas evaluativas de los profesores: un problema a
develar. Estudios Pedagógicos (Valdivia), 34(2), 245-262. https://
doi.org/10.4067/S0718-07052008000200015
Prieto, P. (2008). Creencias de los profesores sobre evaluación y
efectos incidentales. Revista de Pedagogía, 29(84), 123-144. https://
doi.org/10.5377/dialogos.v0i12.2193
Remesal, A. (2011). Primary and secondary teachers’ conceptions
of assessment: A qualitative study. Teaching and Teacher Education,
(2), 472-482. https://doi.org/10.1016/j.tate.2010.09.017
Richardson, J.T. (1999). The concepts and methods of phenomenographic
research. Review of Educational Research, 69(1), 53-
https://doi.org/10.3102/00346543069001053
Sambell, K., McDowell, L. y Brown, S. (1997). “But is it fair?”: An
exploratory study of student perceptions of the consequential
validity of assessment. Studies in Educational Evaluation,
(4), 349-371. https://doi.org/10.1016/S0191-491X(97)86215-3
Scott, S., Webber, C., Lupart, J., Aitken, N. y Scott, D. (2014). Fair
and equitable assessment practices for all students. Assessment
in Education: Principles, Policy & Practice, 21(1), 52-70.
https://doi.org/10.1080/0969594X.2013.776943
Stobart, G. (2005). Fairness in multicultural assessment systems.
Assessment in Education, 12(3), 275-287. https://doi.
org/10.1080/09695940500337249
Suskie, L. (2002). Fair assessment practices: Giving students
equitable opportunities to demonstrate learning. Adventures
in Assessment, 14, 5–10. https://doi.org/10.1007/978-1-4020-
-3_8
Thomas, V.G. y Madison, A. (2010). Integration of social justice
into the teaching of evaluation. American Journal of Evaluation,
(4), 570-583. https://doi.org/10.1177/1098214010368426
Thompson, A. G. (1990). Teachers’ beliefs and conceptions: A
synthesis of the research. En D. A. Grouws (Ed.), Handbook
of research on mathematics teaching and learning (pp. 127-146).
Nueva York, NY: Macmillan. https://doi.org/10.2307/749453
Tierney, R. D., Simon, M. y Charland, J. (2011). Being Fair: Teachers’
Interpretations of Principles for Standards-Based Grading.
The Educational Forum, 75(3), 210-227. https://doi.org/10
.1080/00131725.2011.577669
Trigwell, K. (2000). A phenomenographic interview on phenomenography.
Phenomenography, 1, 62-82.
Van den Berg, B. (2002). Teachers’ meanings regarding educational
practice. Review of Educational Research, 72, 577-625.
Winterbottom, M., Brindley, S., Taber, K.S., Fisher, L.G., Finney,
J. y Riga, F. (2008). Conceptions of assessment: trainee teachers’
practice and values. The Curriculum Journal, 19(3), 192-