Implications of the several conceptions of ‘Evaluation’ expressed by middle school students

Abstract

From knowing the results that have been obtained in the PISA and ENLACE evaluations, arises the need to investigate the conceptions that the students of the secondary level have about the evaluation of their learning, for this, a theoretical revision is made and compiles some meanings that according to some authors they're given to the school evaluation. Among those consulted are: Popham (1990), García (1989), Moran (1981), Verdugo (2000), Gimeno (1996), Casanova (1998), and others. After the theoretical review three consecutive exploratory studies were carried out, with a qualitative approach, with the intention of collecting empirical data, using as instruments, interviews and two questionnaires that included sociodemographic questions and three open questions, those were applied in Technical Secondary Schools of the central area in the City of Chihuahua, Chih., the participants were students who attended first, second and third grade, from 12 to 15 years of age, in order to obtain relevant information about the conceptions they have regarding the evaluation, of which, the approach to the problem and the objectives of the investigation arose. Which are the conceptions that the students of the Technical High Schools have about the Evaluation of their learnings and the difficulties they face when being evaluated? To this day we work with the results of the information obtained, in the construction of categories of analysis to reach the conclusions and comments.