Resumo
El siguiente artículo presenta los resultados de una investigación realizada con base en el análisis de dos documentos del portafolio del Sistema de Evaluación del Desempeño Docente en Chile: un procedimiento de evaluación corregido de un estudiante y la respectiva retroalimentación que la persona docente le realizaría a este estudiante en modalidad de diálogo. Su objetivo general consistió en caracterizar el tipo de retroalimentación realizada por quienes enseñan e inferir las concepciones subyacentes. Se realizó un estudio cuantitativo, de carácter exploratorio y descriptivo, consistente en un análisis documental con base en categorías pre-definidas. En total, se analizaron los procedimientos de evaluación y retroalimentaciones que 158 docentes presentaron en su portafolio el año 2012. Los resultados muestran que en el procedimiento de evaluación corregido, la retroalimentación se dirige a explicar o justificar el puntaje y calificación obtenida por el estudiante, sugiriendo una concepción orientada a la corrección. En la modalidad de diálogo, la retroalimentación se dirige, por un lado, al ego del estudiante, alabándolo o felicitándolo sin vinculación a su aprendizaje, lo que implica una concepción de retroalimentación como elogio. Por otro lado, se dirige al trabajo del estudiante y se focaliza en sus errores o ausencias, sugiriendo una concepción de retroalimentación como especificación del aprendizaje no logrado, con escasa presencia de sugerencias para mejorar. Se concluye que la retroalimentación, a partir de la evaluación, dista mucho de ser una herramienta educativa que promueva mejoras permanentes en el aprendizaje estudiantil.Referências
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