How do university teachers assess the subjects they facilitate?
DOI:
https://doi.org/10.5377/recsp.v2i2.9298Keywords:
Learning, Assessment, Assessment ways, Educational InterventionAbstract
The objective of this work was to know the assessment strategies used by the teachers of two Faculties of the UNAN-Managua (Faculty of Education and Languages RURD and Multidisciplinary Regional Faculty FAREM-Estelí), in the learning process; identifying the theoretical-practical references that guide the pedagogical work and direct the ways of assessment according to the function, temporality and involved; For this, a diagnosis of the experiences was developed from the perspective of teachers and students who agreed that the written exam is one of the most used evaluation strategies based on traditional conceptions that do not conceive of other evaluation alternatives. Subsequently, the student-centered educational intervention was carried out, as a praxis that integrates action, practice and critical reflection in an orderly manner, through the collective exchange of knowledge, thoughts, experiences, attitudes and practices in the assessment learning processes.
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