The conception of evaluation of university teachers, its relationship with educational inclusion

Abstract

This research explore and reflects on the conceptualizations that university teachers have about the pedagogical-didactical process of evaluation and its impact on their practice. The conception of evaluation processes adopted by the researchers regards evaluation as strongly mediating activities -an integral pedagogical praxis- that seeks to accompany learning processes, through a constant observation-reflection-action scheme, which is intertwined with the trajectories of the socio-educational inclusion of students.
With this approach, and from the research question: how do the conceptualizations of university teachers impact on the meanings, objectives and ways of evaluating the processes of educational inclusion or exclusion, at both state and private institutions today in Buenos Aires? It is that this research, on the one hand, explores the different concepts and mental models that teachers manifest over educational evaluation, and on the other hand, analyses the cultural, social and moral dimensions implicit in these constructions and their correlation in the assembly of the criteria and instruments that teachers establish to operationalize these evaluation processes. From this point on, establishes associations between the assessment construct and assessment practices on the one hand, and the processes that can facilitate or hinder socio-educational inclusion. Due to the characteristics of the project, the methodological design is eminently qualitative and exploratory.