EPISTEMOLOGICAL APPROACHES TO EVALUATION AND THEIR IMPLICATIONS IN THE SCHOOL CURRICULUM

Authors

  • Tiburcio Moreno Olivos
    Bio
     Universidad Autónoma Metropolitana-Cuajimalpa

DOI:

https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.211

Keywords:

Evaluation approaches learning assessment formative evaluation evaluation practices curriculum and evaluation.

Abstract

This paper deals with three theoretical evaluation perspectives: evaluation as technology, evaluation as cultural practice, and evaluation as socio-political practice. Although from the theoretical point of view a clear distinction exists among them, these configurations often operate simultaneously interrelated in the school context; though it does not entail that all have the same importance and social recognition; evaluation as technology imposes on the other two. This paper also analyzes the implications of these perspectives in the curriculum developing realm and in teaching practices in primary education. In spite of the fact that formal discourse of national and international agencies highlights the importance of formative evaluation, this is systematically overshadowed by the results of standardized testing which plays a key role in the decision making process

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Published

2014-01-21

How to Cite

Moreno Olivos, T. (2014). EPISTEMOLOGICAL APPROACHES TO EVALUATION AND THEIR IMPLICATIONS IN THE SCHOOL CURRICULUM. Perspectiva Educacional, 53(1), 3–18. https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.211

Issue

Vol. 53 No. 1 (2014): Educational Evaluation

Section

Editorial

License

Copyright (c) 2014 Tiburcio Moreno Olivos

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.