Diseño Universal para el Aprendizaje para el desarrollo de una evaluación inclusiva en la Unidad Educativa Kennedy

Abstract

This research work focuses on the development of inclusive assessment in the teaching-learning of mathematics. It is carried out at the Unidad Educativa Kennedy located in the city of Cuenca. The application of a traditional evaluation based solely on hetero-evaluation with instruments that do not respond to diversification and are not consistent with the other curricular elements was identified as problematic. This work aims to propose a Universal Design for Learning that develops an inclusive evaluation in the teaching-learning process of mathematics. The theoretical foundation of this work is based on different authors, mainly Sandoval et al., Catalayud, Ahumada, Alba, CAST, and the Ministry of Education of Ecuador who respond to evaluation, teaching-learning of mathematics and Universal Design for Learning. The research was carried out under a socio-critical paradigm, with a qualitative approach and the Participatory Action Research methodology. Participant observation, documentary analysis, test, focus groups, and self-assessment techniques were used. Within the operationalization, inclusive evaluation was taken as the main category. Activities that respond to the DUA and propose a diversified evaluation were designed as part of the proposal. The proposal was assessed through the review of specialists whose suggestions made it possible to improve specific aspects in terms of clarity, relevance, coherence and relevance. Finally, this work shows the importance of developing a diversified evaluation that breaks with this traditional process and that is coherent with the other curricular elements.