The evaluation in the learning process

Abstract

Most definitions about evaluation are framed in a normative pattern, as a formal requirement with little or no pedagogical value that does not arise with a constructive sense, as an option to review the teaching-learning process in order to value them and take decisions that contribute to improving this process.

 The present essay is based on a documentary inquiry and the author's own experience that allows to corroborate that, by taking the evaluation as a reflection tool of the learning process, will allow the student to actively and consciously review and improve his or her own process of learning.

Therefore, the evaluation should help to raise the quality of learning and increase the performance of students, that is why the teacher should select techniques and assessment tools that contribute to ensure the permanent construction of learning.

 It is also an instrument that provides feedback to both the teacher and the student, which allows changing aspects related to planning and, especially, the learning process. In a few words, evaluation makes sense when the educational process improves.

 In short, a successful evaluation process is largely to the extent that its results are available at the right time, to influence decision making.