出版社：Universidad Distrital Francisco José de Caldas
摘要：It is proposed to recognize the evaluation practices in the classroom in two Basic Educational Institutions. In order to approach this work a qualitative multi-method study is developed, whose sample was constituted by the students of two groups of third degree of Basic of two schools of Guadalajara, Mexico; a teacher of Mathematics and one of Spanish; a representative of the parents of family and the director, representing each of them. The results indicate that there is a predominance of evaluative practices in the classroom associated to the social representations that have their main actors, which operate in parallel or complementary to those derived from the regulations of school governance, over which there is little mastery and resistance. It is concluded that there are still conceptual, methodological and educational policy deficiencies that impede the achievement of the objectives envisaged, although particular advances are recognized in terms of conceptual assimilation and innovative practices by some teachers.
