Operationalization of the learning evaluation in early education levels

Abstract

Nowadays evaluative processes are of great importance for the educational environment due to the solid opportunity to improve the quality of the education; based on it and derived from the constitutional educational reforms of 2013, adding the VIII fraction to the 10^th article of the general law of education, in which evaluation is established as a fundamental element of the educational system. The following paper aims to know how to operationalize the process of the evaluation of learning in early childhood education, the way teachers conceive, design and execute said activities. The focus of the study is the fact that through evaluation one can get to know the state in which the learning and teaching processes are developed, that fundamental and systemic knowledge allows to establish judgment, generate proposals and make decisions that enhance the achievements of the subjects. The document contains up-to-date studies, theoretical and practical conceptualizations of evaluation, information about the components of said process; types of evaluation; as well as data about techniques and instruments implemented in the evaluation of learning. The partial analysis of the results points towards the existing affinity between conceptions constructed by teachers through their upbringing and theoretical conceptions proposed by norms. However, said approximation is fragmented, a lack of clarity is observed regarding some elements of the process of evaluation, which would suppose distorted practices that put to the test the realization of the fundamental purpose of the evaluation.