EVALUATION SYSTEM

The drafting of the evaluation criteria due to their importance for the didactic action will be agreed upon in
the Inter-Learning Pedagogical Meetings (EPI), taking into account the following:

 they are concrete learning parameters, which students should achieve through the learning process.
Patterns used as a reference basis for the value judgment established when evaluating are considered.

 define"what is expected"of something that is evaluated, to compare it with a referent (expected

performance of learning).

 define when a student is considered to have achieved a certain performance.

 They allow selecting the most relevant learning of an achievement indicator, whether conceptual,
procedural or attitudinal. The emphasis of these, therefore, can be focused on:

– Find out To what extent have the concepts of the subject been internalized (KNOW).
– Observe how a set of sequenced actions, exercises, problem solving, etc. is carried out. (KNOW TO
DO).
– Determine the degree of internalization of an attitude or value (KNOWING TO BE).

 They must be clearly described through the three elements that make it up:

– a verb that refers to the action that the student has to perform

– a statement that complements the action and

– a context or condition in which its execution will occur.

Verb Complement Context evaluation criteria

using theorems and To solve geometry problems, using

To solve geometry problems
postulates theorems and postulates.

respecting To write a story respecting the

To writes a story
punctuation marks punctuation marks.

taking into account To Formulate hypotheses taking into

To Formulate hypothesis the observations account the observations and data
and data obtained obtained.
 Daily Class Plan

Date: Subject:

Degree: Section:

Achievement Indicator:

Content:

Evaluation Criteria:

Moments of the Didactic Action / Time.

Initiation Activities / Time Formative Assessment Activities

Development Activities / Time Formative Assessment Activities

Culmination Activities (Evaluation Formative Assessment Activities

and Conclusion) / Time

a. The results obtained during the evaluation process for learning are recorded, according to the
evaluation criteria established by the teacher, with their qualitative assessment.

b. The highest frequency scale that each student has obtained during the period at the end of each cut is
recorded.
quanti
indicator 1 indicator 2 indicator 3 Evaluati
tative
ve
Indicator equiva
Criterion 1 Criterion 2 Criterion 3
Indicator Criterion Criterion Criterion
assessme Criterion 1
Criterion Criterion Criterion Indicator
Court
lence
assessment 1 2 3 2 3 4 assessment
nt

Maria
Zuniga AA AA AS AA AF AS AA AS AA AA AA AS AA AA 95
Roger
Suarez AA AF AS AS AI AA AF AS AS AI AA AF AS AS 85
Luisa
Mendez AI AS AF AS AA AI AS AS AF AA AI AS AS AS 88

c. When carrying out the final evaluation of the subject, the scale with the highest frequency in the four
evaluative cuts is recorded.

Names and Final

i cut II cut III court fourth cut
surnames evaluation
Maria Zuniga AA 95 AA 91 AS 85 AS 83 AS
Roger Suarez AS 85 AA 95 AF 68 AF 72 AS
Luisa Mendez AS 88 AF 72 AA 95 AF 75 AS
⋮ ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ ⋮
Below are examples of situations that could arise regarding the recording of the evaluations obtained
by the students:

Record of the qualitative assessment, according to the achievement indicator

…..
indicator 1 indicator 2 indicator 3
Names Valuation
and Evaluative
surnames Criterio Criterio Criterio Indicator Criterio Criterio Criterio Indicator Criterio Criterio Criterio Criterio Indicator … Court
n1 n2 n3 assessmen n1 n2 n3 assessmen n1 n2 n3 n4 assessmen
t t t

Maria AA AA AS AA AF AS AA AS AA AA AA AS AA … AA
Zuniga

Roger AA AF AS AS AI AA AF AF AS AI AA AF AS … AS
Suarez

Luisa AI AS AF AF AA AI AS AS AF AA AI AS AS … AS
Mendez

Jose AS AS AS AS AA AA AA AA AI AI AA AI AI … AS
Lopez

Rules:

1. To establish the final assessment of the achievement indicator, the one that predominates will be
taken. Example:

Indicator
Criterion 1 Criterion 2 Criterion 3 Final Assessment
Indicator
AA AA AS AA

2. If a predominant qualitative assessment is not obtained, the intermediate value of the scale or the
one closest to the highest will be assigned, as the case may be.

The scale according to the regulations contains four qualitative assessments, which are categorized
according to the following table:

Qualitative Scale
Lower qualitative Intermediate qualitative assessment Superior qualitative
assessment assessment
lower intermediate upper intermediate
AI AF AS AA

Indicator

Criterion 1 Criterion 2 Criterion 3 Indicator assessment

AI AS AF AF (Intermediate assessment is
taken)
 Indicator
Criterion 1 Criterion 2 Criterion 3 Indicator assessment
AI AA AF AS (The intermediate valuation
next to the superior is taken)

3,If there are two predominant qualitative assessments, the one closest to the superior is taken.
Examples:

Indicator
Criterion Criterion Criterion Criterion ASSESSMENT OF THE
1 2 3 4 INDICATOR
AA AA AS AS ACE

Indicator
Criterion Criterion Criterion Criterion ASSESSMENT OF THE
1 2 3 4 INDICATOR
AI AI AS AS AF

Indicator
Criterion Criterion Criterion Criterion ASSESSMENT OF THE
1 2 3 4 INDICATOR
AI AI AA AA ACE
4. The above rules will also be considered for cases where there are four or more criteria.
Example:

There are two AI, two AA and two AF. Applying rule 2, we get

CRITERIA Assessment
AI AI AA AA ACE

In the same way, from the AS obtained, one AS and two AF are obtained, rule 1 or rule two is
applied as appropriate.

Assessment CRITERIA Indicator Assessment

AS AF AF AS