Authentic evaluation: A path towards the transformation of pedagogical practices

Abstract

This article presents the results of an investigation into evaluation, considered as a constitutive dimension of teaching and learning processes and a regulation tool for understanding and improvement. The project arises from the reflection carried out by five research teachers regarding their pedagogical activity, in which traditional activities predominated and an evaluation was used to measure learning. The purpose of the research was to transform the pedagogical practices from the design and implementation of an authentic assessment (aa) proposal, in order to guarantee learning, and to foment autonomy and responsibility in the students. The design corresponds to an investigation/action in the qualitative approach, carried out from reflection cycles in which the problem is analyzed in order to reorient the research. The results show that a change in evaluation practices has an impact on pedagogical practices. It promotes learning and makes evaluation a more flexible and effective process for educational purposes; in turn, creating more participatory and motivating classroom environments.