Palabras clave
Formative Evaluation
English
Standardization
Qualitative Analysis
Test
Evaluación formativa
Inglés
Estandarización
Análisis cualitativo
Cómo citar
Resumen
Este estudio cualitativo busca explorar e identificar cómo padres y profesores(as) de inglés perciben la implementación de un sistema de evaluación sin notas en estudiantes de primero básico de un colegio privado en la sexta región de Chile. Mediante el análisis de dos entrevistas y un grupo de discusión, se estudian las percepciones de estos padres y profesores(as), y cómo estas tensionan sus concepciones y prácticas al momento de apoyar la formación académica de sus hijos(as). En particular, se ilustra cómo la evaluación sin notas se complementa con la idea de éxito y la mercantilización de la educación a través de distintas metáforas conceptuales. Los datos se analizaron bajo el Enfoque Histórico-Discursivo (Reisigl & Wodak, 2001, 2016), asistido por métodos de la Lingüística de Corpus (líneas de concordancia y listas de frecuencia). Los resultados muestran perspectivas contradictorias sobre la implementación de este sistema. Por un lado, padres, madres y profesores(as) manifiestan preocupación por el posible daño al futuro académico de sus hijos(as) que se produce al privarlos de la evaluación numérica sumativa ya que ésta funciona como un refuerzo positivo para sus hijos(as) al incentivar la competencia (i.e. dicotomía entre ganadores y perdedores). Por esta razón, todos los actores celebran los efectos positivos de la evaluación no numérica en el estado emocional de sus hijos(as). Sin embargo, padres y profesores(as) enfatizan simultáneamente los efectos negativos de la evaluación numérica, ya que no solo fomenta la competencia entre pares, sino que también genera estrés, frustración y ansiedad en sus hijos(as). Una de las recomendaciones que surgen de estos resultados, es la necesidad de reconceptualizar la enseñanza (del inglés) para priorizar la formación académica y humanística de los y las estudiantes por sobre el desarrollo estandarizado.
Citas
Cómo citar
Pérez-Arredondo, C. y Bernales-Carrasco, A. (2022). Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study. Revista Educación, 46(1). http://doi.org/10.15517/revedu.v46i1.45575
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