Assessment Dialogue Propositive

July 11, 2013

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Presentation: This paper contains ideas and points of view that the undersigned author has been constructing and valuing the daily crucible of the educational, practice my quality and condition of teaching and teaching management in Santiago de Cali fundamentally. Far from trying to pontificate about the assessment in general, is this time suggest discreet glances and holistic about the roughness and dense field of educational evaluation, in times that permeates Objetivadora posture which has as one of its flags of hegemonic way more illustrious evidencializacion of learning. Although this, consider the undersigned, necessary for purposes of institutional policy, intrinsically are in the educational process, other realities, other spaces through which it is necessary to look us as educators again type in initial 21st century porticoes. Condenses the undersigned author, syncretic position making faithful scale, between Objectivist classical cutting tecnofilico position and the position’s humanistic and holistic ecological, because although humans we owe much to the machine as a human product, is also too much what we owe to our condition of beings sentipensantes on the third planet of the solar system of Helius. Danilo Calvo Sarmiento aspects critical and uplifting for a new educational institution the social entropy of current times: as ever establish it in one of his writings Simon Bolivar, education in general brand or reflects the State of society.

She advances if that also advances, reverses if that reverses, and is abandoned if equally this is abandoned. Does not exist easily so against the grain of what was said, an example that this reciprocity between the society and the school does not appear clearly established. So things in the open society in the world today, from Patagonia to the Gulf of Uraba in the Atlantic, and thence northward encountering the icy lands of the Arctic, there is not yet, a paradise, or a society attainment where peace, tranquility and the developing non-expression of the status quo in education.