Resignification of the Evaluation Process: The Experience of a School Learning Project and Professional Collaboration

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datacite.alternateIdentifier.citationREVISTA EDUCACION,Vol.47,2023
datacite.alternateIdentifier.doi10.15517/revedu.v47i2.53993
datacite.creatorLeon, Alejandra Gonzalez
datacite.creatorBravo, Carolina Villagra
datacite.creatorKenigs, Omar Aravena
datacite.creatorJara, Nicole
datacite.date2023
datacite.subject.englishLearning
datacite.subject.englishProfessional Collaboration
datacite.subject.englishProject-Based Learning
datacite.subject.englishPBL
datacite.subject.englishStudent Project
datacite.subject.englishFormative Assessment
datacite.subject.englishSelf-Assessment
datacite.titleResignification of the Evaluation Process: The Experience of a School Learning Project and Professional Collaboration
dc.date.accessioned2024-05-27T18:26:08Z
dc.date.available2024-05-27T18:26:08Z
dc.description.abstractThe new pedagogical approaches lead teachers to develop collaborative practices that influence students' deep learning. In this context, this article aims to describe the process of resignification of students and educators on the assessment and learning culture following the project pedagogy approach. The design of this educational research is framed in a case study with a qualitative methodology. Moreover, the participants were intentionally selected, they consisted of nine classroom teachers and one hundred forty-four students in the fifth and sixth grades of primary education in a school from the commune of Temuco, La Araucani a region, Chile. Regarding the data collection, the researchers used techniques such as participant observation and discussion groups to deepen the analysis of their resignification experiences according to a grounded theory approach. The findings indicate that the development of the project methodology contributes to favoring the leading role of students during the pedagogical process by actively engaging in the evaluations of their learning. Therefore, the investigators conclude that integration methodologies are challenging, and this translates into an opportunity for the teacher's professional development while allowing them to position themselves as co-learners in the learning project. Finally, the researchers recommend applying project pedagogy to foster the resignification of the assessment and learning culture while protecting its formative, democratic, and located sense in schools.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5696
dc.language.isoen
dc.publisherUNIV COSTA RICA. EDITORIAL
dc.sourceREVISTA EDUCACION
oaire.resourceTypeArticle
uct.indizacionESCI
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