Publication: La evaluación de Aprendizajes : una práctica pendiente en Educación Patrimonial
Authors
Sánchez Macías, Inmaculada ; Fontal Merillas, Olaia ; Rodríguez Medina, Jairo
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v33i2.73325
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info:eu-repo/semantics/article
Description
Abstract
En este artículo se presenta un estudio de Mixed-Metodology centrado en analizar cuáles son los mejores programas patrimoniales en cuanto a su diseño y la evaluación de aprendizajes que proponen y, por otro lado, si ésta, en Educación Patrimonial de Secundaria y Bachillerato, refleja las directrices curriculares para la evaluación de aprendizajes en el área. Es un estudio mixto anidado, en el que se analiza la validez de criterio de 17 jueces que han evaluado programas de educación patrimonial de Secundaria y Bachillerato, en el campo de la evaluación de los aprendizajes. Los programas mejor valorados forman parte del estudio de caso sobre la comprensión de la evaluación de lo patrimonial en estas etapas educativas, inscrito en la comunidad de Castilla y León.
El trabajo realizado nos aporta conocimiento sobre multitud de aspectos: se destaca la formación de profesorado poco especializada en la materia y de interés personal, el uso de prácticas evaluativas autoaprendidas, al margen de las directrices curriculares, ya que la normativa plantea intencionalidad teórica pero poco prácticas, o la praxis educativa que se sustenta en relacionar las asignaturas y encontrar métodos de micro-evaluaciones individualizadas, que orienten al profesorado sobre dónde ubicar al aprendizaje relacionado con el patrimonio.
This article presents a Mixed-Methodology study focused on analyzing which are the best Heritage programs in terms of their design and the assessment they propose and, on the other hand, if this, in Heritage Education of high school and prior to university, reflects the curricular guidelines for the assessment in the area. It is a nested mixed study, in which the criterion validity of 17 judges who have evaluated Heritage Education programs of high school and prior to university, in the field of assessment is analyzed. The best rated programs are part of the case study on the understanding of the Heritage Evaluation in these educational stages, registered in the community of Castilla y León. The work carried out provides us with knowledge on a multitude of aspects: it highlights the training of faculty not very specialized in the subject and of personal interest, the use of self-appraised appraisal practices, outside the curricular guidelines, since the norm raises theoretical intentionality but little practices, or the educational praxis that is based on relating the subjects and finding methods of individualized micro-assessment, that guide the teaching staff on where to locate the learning related to the Heritage.
This article presents a Mixed-Methodology study focused on analyzing which are the best Heritage programs in terms of their design and the assessment they propose and, on the other hand, if this, in Heritage Education of high school and prior to university, reflects the curricular guidelines for the assessment in the area. It is a nested mixed study, in which the criterion validity of 17 judges who have evaluated Heritage Education programs of high school and prior to university, in the field of assessment is analyzed. The best rated programs are part of the case study on the understanding of the Heritage Evaluation in these educational stages, registered in the community of Castilla y León. The work carried out provides us with knowledge on a multitude of aspects: it highlights the training of faculty not very specialized in the subject and of personal interest, the use of self-appraised appraisal practices, outside the curricular guidelines, since the norm raises theoretical intentionality but little practices, or the educational praxis that is based on relating the subjects and finding methods of individualized micro-assessment, that guide the teaching staff on where to locate the learning related to the Heritage.
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Citation
Revista interuniversitaria de formación del profesorado, V. 33, N. 94 (2), 2019
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