Towards an evaluation dialogue-proposals and Humanist

Presentation:

This paper contains ideas and views that the undersigned author has been constructing and evaluating the daily crucible of educational practice, in my capacity and status of teachers and administrators in Cali teacher pretending fundamentalmente.Lejos pontificating about Assessment in general, is it this time to suggest discrete and holistic looks wiry and dense on the field of Educational Evaluation, abounds in times to hegemonic position "objectified? that has as one of its most illustrious flags of the aprendizajes.Si evidencialización well, it considers the undersigned, necessary for purposes of institutional policy, are inherently in the educational process, other realities, other gaps through which we must educators looms as new initial type-century arcades XXI.Condensa the undersigned author, makes faithful posiciónsincrética balance between the classical objectivist position technophilic cutting and holistic humanistic and ecological position, because although we humans much the machine as a human product, is also too much we owe to our being sentipensantes on the third planet in the solar system Helius.

Calvo Danilo Sarmiento

Critical issues and uplifting for a new school of social entropy present times: As ever established in one of his writings Simon Bolivar brand in general education or reflects the state of society. She also advance if this moves forward, backward if that back, and also if this is left abandoned. Facilities do not exist so counter to the above, an example in which this reciprocity, between society and the school does not appear clearly establecida.Así things in the open society of today's world, from Patagonia to the Gulf Urabá in the Atlantic, and thence northward encountering the icy lands? Arctic, there is still a paradise, or a nirvanic society where peace, tranquility and the "development? expression are not state of affairs in education. In general one can then assume that there because as I said already in the middle of last century, a popular leader, "a great disorder under heaven?. A perennial chaotic instability shakes from time to time human societies and therefore the other creatures that occupy a locus fisiconatural on American soil.

Under the concepts of population dynamics, ecology attempts to explain such phenomena of transhumance, but behind the technicalities, the breath of inspiration or propelling demographic changes, it is spring and socio-cultural anthropology course. The inequities in use of resources for a living and lead a happy, they work in all contexts mentioned, such as first-line engines for these turbulent changes, while noting other hindrances societal.La degradation phenomenon of the conditions for live in dignity, driven by the progressive lack of money and with it access to capital goods and services society, originating in different latitudes of the world rooted in the collective complaints particular worldview that connects brain to brain and is ultimately a symbolic fabric, a collective imagination that identifies sets goals and desires, satisfied and dissatisfied about others, but after all the impetus for mobilization, collisions and conflicts synonymized turbulence and instability, giving rise to threats to the status-quo and often Estados.La interim government and poverty, defined by Oscar Lewis long as the inability to address the basic needs of existence, is now therefore a phenomenon that pervades a large number of nations in the world, and as if it were a giant oil slick in the ocean, social, and threatening gradually expands its presence in countries ruinous previously enjoyed social balance.

Use values ​​and exchange values ​​we learned in today's economy, are now museum pieces economic, as were other figures, other nominations, other theories and concepts and other needs pressed by the society of man. What yesterday was worth edifying in the state and society, today these values, the best are distantly diluted or simply in the worst case, not hear them or see them, and therefore no feelingly recorded. The "development? Science and Technology also has brought the opening of gaps between the generations that are increasing the distance between those with access to knowledge and those who cling to atavistic culture of their elders, are confusion and no little astonishment, the shocks environment caused by globalization that has managed to weave an intricate web of symbols and codes, now capable of reducing the value of life (the greatest good) and subsequently subtracting importance to death. While on one hand the old continent are collected, diluted borders, remove trade barriers to facilitate trade and other relations of production, the new American continent, the Colossus of the North begins to see his clay feet crumble as a result of misguided interventions in the geopolitical chess, and thanks to ailments and internal transformations of their own social landscape idiosincrasia.Un thus described, which corresponds to the reality of standing on the ground overseas, said that so secular and traditional institutions in history of humanity as the School casings being under the influence of the chaotic wave relentless sociocultural, and because of this school is now also a setting no less complex and turbulent, which in the mare magnum multitribal, classes, strata and sectors will inquire about their effectiveness, efficiency, quality, commitment and their historical evolution.

2. The effectiveness of the School instrumental in times of crisis socioeconómica.Ciertamente School amid the social uproar today, it is-not as in the past it took the form of light-guiding tool in society and the state to maintain social homeostasis, a balance of forces which slowly and steadily accelerating, is radicalizing its existence in terms of tenure and greater mastery of material goods by a minority population, versus those who day by day, besides being the infinite growing majority survive on less than half a dollar diario.Tal as reproductionist theory argues Durkheim, the School was enthroned at the time, in stages of radicalization of forces to ensure that the relations of production and the economic base was kept from a job in the ideological superstructure, ie via the School instance taken as a mechanism to disseminate the ideas of perpetuating these social structures and relations of production pancronizar pre-existentes.En our present time we are witnessing a desecration of the school world in collusion with a feeling of safety of partial knowledge that is taught and school ("It dictates?) in formal settings of the classroom, playground and administrative offices Educational institution.

There is now a majority contempt for theory, for the word, through dialogue and in the opposite for a while inflate the sails of a wild and utilitarian pragmatism of practice as the sole criterion of truth, the direct and immediate physical presence. That is to say we are under an atmosphere of Neo-positivism has gone painfully coarse, the hearts and minds of the School as a thinking being and reflection, in an environment that eats everyday and gray perplexity and homogenized invading and action professorial mass of the School of the early optical XXI.Bajo so easily what emerges is the embodiment of an empty feeling essential. The school is no longer the pivot from which to tour the life of social progress, not significantly, as was said earlier, the guiding light of the social ship. Their finery were thing of the past, which admired the little knowledge and privileged to have. Today, as we all know, and capital under the rule of positivism, which permeates the senses determines the results, regardless of whether what appears to be in reality what this statement sea.Quizá somehow condense apocalyptic overtones, but it is also true that School, like state or social institution duly materialized, projecting a particular image, may have mutated into other stages of development, that could well anticipate, denaturation are essential.

It is no longer the school, the Schola with its rituals, its characters and old routines and procedures. Today it is one alternative among others, to grasp the knowledge in various ways, which are not orthodox. In this sense I can argue then that the school has lost its effectiveness instrumental, because one side is not the same as formerly distinguished for many centuries, and another taking its full existence fails to represent its strategic immanence, ie not projects its imprint on the minds of its students and citizens as that entity which arose prestigious thinking human beings with connnotado leadership profiles and holders of a particular formation that among the many and various training schools were distinguished from each other. On the assumption that the school planned for each student in a particular way to solve problems, to tackle the world according to his philosophy of man plural or "one-dimensional?, So then, the landscape of our time now corresponds to a reality glaring: the mark that each institution had in the collective imagination of the city, the best is a simple daguerreotype and the worst case corresponds to nostalgic memories of a past glorioso.A this link we can add a simple argumentative School that left blunt its edge Format and civil society, to abandon practices that once developed, such as those subject areas and implement high educational track record, who never left the conceptual rigor and discipline in order to bring their students in the path of knowledge and admiration for learning.

Teachers today eponyms behind the curtain of the years we still have the pleasure and good nature to remember with admiration and respect, and because as they "role model?, Could effectively guide his wisdom lives and souls in a changing world time. Contrary to this, our school today (today so under the managerialist conception) was compelled to tie his fate as the tensions and drives the market, ie according to the "demand? outside the institution, so it is often seen as an "incubator? preparation of cheap labor and qualified to solve the problems of mode of production of neo-colonialism wild, unequal and asymmetric suffer today in Colombia. From Vygotsky's theoretical approach to the theoretical formulation of Henry Giroux, the school was viewed as the generator of social change, it is this physical and cognitive space where ideas are debated, is ruminating thoughts and spirits are released to decant finally what society needs in the field and productive citizen. The change from feudal mode of production, as we recorded history, was made by the agency of the school, because this social institution in the various workshops then baked dreams, yearnings that were reflected in the ideals of change sublime as in the French Revolution, and other social conflicts which in turn opened new chapters social development of mankind.

In the context of socioeconomic crisis, today the school as an institution that has to work on knowledge, body styling their work on the thinking has not served in our national contexts to overcome the current socio-economic crisis, registered in our daily lives as the lack employment, voluntary migration or forced displacement, the painful fracture fundamental axiological values, and the rampant violence that violates a life as the most important social values ​​and rights of humanity. Moreover subtly school today and its agents have made anti flourish values ​​permeate the subjective consciousness of parents and especially students in training. From a theoretical vantage point as representing Giroux, thus corresponds to the teacher and other school teaching staff, especially teachers as intellectuals, to approximate their daily lives to the throb of the institution, analyze and act from their individual position educational processes are completed, all of which would be a sign and signal a new attitude emerging in education actors of the stage, listening for subtleties in detail, the minutiae of magic including classroom space, and view with concern the future of healthy School, is somehow listening to their own lives.

In a similar way as Italo Calvino said in his classic book "Six proposals for the next millennium? Soft as often the magic is so small and elusive that does not jump to the naked eye and therefore requires a certain sensitivity of spirit to fund the causes of a phenomenon.

3. Evaluation as to steer the periscope? New? Educación.Si well we have to consider first, that the Assessment is the phase of teaching-learning process so complex that today is a real field of research, should therefore also be recognized that in practice, no evaluation has rarely left behind a multivariate wake of misunderstanding, injustice and little guarantee of being accurate and clear absoluta.Definida by several authors (who basically agree conceptually) the assessment is to judge, give value, grade, weigh, the state level or degree of presentation a virtue, competence or phenomenon, the evaluation in this context must be taken under two perspectives: • Assessment of learning. • The institution's organizational assessment educativa.La aprendizajes.Considerando evaluation of the virtuosity of the teacher to use teaching methods appropriate and in harmony with the essence of the subjects, the development of indicators or signs indexing the teacher that his students interpreted, coded and decoded, the contents fully developed professionalism, What is needed then is to design strategies that effectively and the student to clearly reveal the extent to which we imagined as maestros.Bajo this critical path, which could not be absolute, the evaluation activity carried out through various mechanisms and strategies should include a soliloquy, that is, a self-confession institutions, to establish the proportion of the subject taught in quality and quantity How much was apprehended by the student?, and if suddenly inappropriate content, not internalized by the learner were due to poor or inadequate strategy used by the teacher to teaching, and not for lack of "capacity? the student in question.

In this approach the design shines binomial should never overshadow, that in the real world and institutional who teaches, learns in the relationship also dialogue with the learner. This means that the teaching-learning process is not unidirectional and unlike their movement between the terms is reciprocal. This means also that we must reflect, not only on what the student learned the teacher, but what could have learned you have used the best teacher of information and communication tools through dialogue, which aims to also consider the student cohort year to year are different in their composition and qualifications, and therefore one of the questions that the teacher should also be done in a healthy justice is to know what both the promotion or the extent of such students, allowed him to advance, test, validate and confirm knowledge and pedagogical strategies and educational? .. , All of which constitutes an intellectual to be very poorly known and so institucional.No spreads is therefore a sin to reconcile the recognition that not only is the learner who can make mistakes and give bad results in evaluations that well being at school age become fustigantes amid revelations of parents meetings to socialize these dismal results, but also that the teacher or educator and human being during the time period considered could mistake the forms, mechanisms and tools for general interest, and then incorporated into the student's mind the precious knowledge imparted Assessment adecuadamente.El field today is therefore still a huge iceberg of which only now are seen on the surface phenomena and problems .

Subtended are surely other more subtle implications and we are less important than explicit. Implication of that order of Netherweave, I think that those assessments are regularly made or implemented, not only on the cognitive attitudinal on the axiological, the world of cultural beliefs and behaviors. This phenomenon which is important to clear is the technique or concept from which it aims to "qualify? for example from a subject's attitude toward the student showing the academic area, which by the way is mediated by the person of the teacher, a human being that has its subjective nature and its volitions of being imperfect. However, it has been making the mistake of assessing cognitive learning-qualify from other areas, and the relationship between the areas or components is not explicit and most of the time are independent of the teacher's orbit. Reconciling the various facts and phenomena brought by the Assessment and accurately spontaneous effluent responsibility for this operation will be institutional, as the cause of school failure.

There are many cases in which as a result of the evaluation, life projects are truncated to commit suicides, who are blind professorial lives indiscriminately around the world, family breakdown that appear and an archipelago of diverse phenomena contracts. Essentially the assessment is behind the school failure, and this denotes an academic failure with serious consequences such as those I mentioned aerially, over which in practice is violating the right to education. In the sense mentioned then, we see the submergence of Education in the country in a sea of ​​social turmoil and uncertainty, which permeates and reaches the spinal administrative academic debating it the school, harassed and worse from diluting their violent influences and heteromorphic. For this reason the need can be seen from such a situation, foresee that happening, is happening both within and outside the education of her, and by virtue of a theoretical-pedagogical periscope we could then more beneficial cost-oriented and effective to develop the role that historically it has to correspond to the school.

4. Towards an evaluation dialogue, PURPOSE AND HUMANITY. "Dime water flowing spring water, the summit or valley?

ANTONIO MACHADOPartiendo the educational prognosis intertwined in the preceding pages, and establishing evaluation as the lens from which to observe the state of the teaching-learning process, the need arises - for purposes of this paper, to establish my particular axis Z, recognizing that in the X-axis coordinates of the debate are teaching positions in favor of objective assessment, authoritarian and technocratic versus positions on the Y axis entifican positions in favor of the non-evaluation of the Establishment humanistic, behavioral verification between otros.La first consideration that I do in social contexts of uncertainty, is stepping forward in front of the stage that brings us together as educators of the early twenty-first century, this proposal is itself white perfectible and black and is invested with reasoning, concerns and personal digressions, sometimes shared and others are maintained in the quiet-brain, with colleagues at the Agora complex educativo.La shaggy and evaluation as educational practice in the teaching-learning process is necessary and healthy, both for the educational institution as a whole and for the teachers deemed island under his spiritual need ideally to improve, to vibrate with routines and procedures that make life more friendly and helpful.

What is at issue here then is to establish the type of evaluation that the teacher has to perform on the lessons taught to students, and generally, how the school curriculum, from the subsequent evaluation should be improved or consolidated in the face of satisfying the needs of the educational community adjacent vecinal.La concerns first born of self-critical recognition, that this operation makes evaluation as the General Law of Education and its regulatory decrees must be comprehensive, permanent and continuous, thus establishing the first hurdle methodology, as some teachers reach high levels of exegetical and pedagogic myopia performed repeatedly, because everyone's eyes have seen the dropout when by way of example, the teacher or teacher every day of the class questions, evaluate, qualify and supposed to have cognitive frisk their students about their course or seen in their last class. This evaluation exercise in addition to being almost ritualistic, it becomes stressful and scary, especially in lower grades of students in basic education, which subsequently viewed this practice as something more worn evaluative dela School and its teacher, which often reveal their total lack of appetite and apathy to the negative result of their assessment.

There are still evaluation mechanisms implemented in both primary and secondary education and university, not keeping the rigor one would expect institutional Entrate certify approval or not of an academic year, course or program. These are called "group work?, This mechanism has been originated from the bad resonance of concepts that are in vogue in academic circles authorized, such as" collaborative work?, "Working partner?" Group Work? Learning to live together etc?. Experience has shown that in these episodes of socialization of knowledge, which is attributed to a group of 2 or more students presenting academic work, this goodly implemented within the social division and technical work, foisting to each according to his ability a particular type of task or activity, but also the architecture group has slits through which filtered the comfort, accommodating and irresponsibility of some of its members, all of which indicates that the job of apprehending knowledge from the search for sources of information, data processing, explanation, argumentation and formal presentation of the work does not reflect a balanced work and totalizing in their degree of ownership.

The evaluation of this type of group work course wades accordingly, subjectivity and imprecision, because in the best group, in which for example, two (2) members worked 90% of the content and implicants tasks, allows the high marks obtained, also falls on those members of the group that did little or nothing for the execution. Under the consideration that a randomly chosen group member to properly explain what the work group developed, also pervade the idea of ​​injustice and irrationality, it would not be that all "have? to learn what the whole group, then it would deny the specialization and division of labor. From another edge educational evaluation in Colombia's current context with the promulgation of Decree 0230 of February 2002, accusing dark areas, dense and clear and well intentioned. Without wanting to make a detailed study and reflection on the rule in question, for what I'm saying, there is a phenomenon that deserves capital careful and comprehensive analysis. Making use of the evaluative techniques and processes implemented during the academic period by the teacher, were appropriate, concomitant with its specific contents, all of which point out that the qualification period is adjusted to the canons that have always ordered the Pedagogy and didactics, the issue becomes particularly when a course is about half or more than 70% of which have "lost? the subject (or the? rea) must "Lost?. This option gives law students, has turned into quite a few institutions in a unique space-time periods is distinguished from" normal? academic period, characterized among others by the sequencing of classes taught in each classroom for each teacher, break times etc..

Under the standard time granted for the famous recoveries, troubled institutions turn into human hives, increase dynamics, Stress, especially since it is generally seen by the typical student, attending classes bat, without develop greater effort to learn and prove to their teachers, in short days developed a strong a desire and a whole scramble to recover bad grades throughout the academic period. So things such episodes have been weighing on recovery the idea that diachronically, that is, through time with rhythm and steadily in general, students should be learning to develop their sound and turn it in a "metered?, the teacher has been de-rolling the topic in class. Therefore it has been cultivated in the collective student effort sufficient only for a week of recovery for through exhibitions, exams, assignments or models, poor rating assigned, becomes good, bringing the next period will be treated in the same or similar form and thus contributing to stimulate the student the idea of ​​leaving everything and then or late.

This behaves as an attack on ethics and the broader concept of education on the values ​​of the same phenomenon Responsabilidad.Desgajado recoveries, the educational institution undergoes a change of pace, a change in teaching and pedagogy, which were still good not systematized and disseminated openly, and most of the time glimpse, that institutions are still immature with any changes in rhythm, which often means that only students in the classroom are recovering and others were " rewards? hasten the holidays, or in the worst case, dismissing for good academic results, torpedoed discipline in hallways and other instances of the Institution Educativa.Concomitante with the above, it should be noted also from the intrinsic side of the matter, nor policy is well known that each school develops through each teacher for recovery activities, as some teachers with the legacy of his years of experience as a student and professional education, indicate that recovery efforts should be more charged difficulty and demands that developed in normal time academic term, all of which carries a penalty rictus or punishment.

During the period of recovery, therefore, there are teachers who refer only to make a test or objective test for the learner to "recover? rating of bad initially obtained, which can not increase the certainty of whether in fact the boy or learner type, learn effectively and efficiently. Long objective tests have been sitting on the dock, and on them the value judgments issued belie its inefficiency and paradoxically their lack of objectivity, as opted for research, "a trial on an issue evaluation or subject, expressed in whatever form-a note, for example, takes on the meaning of a trial on the personal worth?.