La evaluación desarrollada por los docentes de excelencia en el proceso de enseñanza-aprendizaje

Abstract

The objective of this study was to analyze how five teachers of excellence, who work at public institutions of Azuay and Cañar, handle the topic of evaluation within the teaching and learning process. For this purpose, we had access to five teachers who are part of those classified as excellent for obtaining the highest scores (over 950/1000) in a test applied by Instituto Nacional de Evaluación Educativa de Ecuador (INEVAL, for its acronym in Spanish). The purpose of this study was to establish whether there were common elements in the way teachers approach evaluation. The investigation was carried out using the ethnographic-analytical method, through on-site visits, in the first phase, and in-depth interviews, in the second, to learn about the experiences developed in the evaluation process. The findings show common characteristics in terms of strategies, use of formative evaluation, requirements of summative evaluation, and the relevance of feedback for the achievement of objectives.