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Unidad de Apoyo a la Formación Académica

Educational Management

Theme n.°8

What Does Evaluation Mean in Education

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Unidad de Apoyo a la Formación Académica

Índice
Pág.
7.1 Curriculum evaluation 3
7.1.1. Curriculum assessment as a process 4
7.2 Assessment and accreditation 4
7.3 Evaluation functions 5
7.4 Tools for the evaluation process 6
Complementary Resources 7
References 8
Self-evaluation 10

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7.1. Curriculum evaluation

The curriculum represents the manifestation of the educational project

conceived by the members of a nation with the purpose of promoting the progress
and socialization of the new generations, as well as of all its citizens in general. This
document reflects, to a greater or lesser extent, the country's educational intentions,
providing guidelines on how to carry out these goals and verify their achievement
effectively (Ministry of Education, 2024).

The Prioritized Curriculum issued in 2021 by the Ministry of Education focuses

on communication, mathematics, digital and socio-emotional skills. This curriculum,
divided into sub-levels, is applicable in face-to-face, blended or distance learning
modalities, with the aim of reinforcing these competencies. The curricular guidelines
aim to meet the needs of the educational context, with literacy skills being the most
important. Additionally, mathematical skills that stimulate logical and rational
thinking, necessary for decision-making, will be promoted (Ministry of Education,
2021).

Finally, the essential socio-emotional competencies for the understanding,

expression and proper regulation of human emotions will be highlighted. All this will
contribute to the comprehensive development of students, improving their ability to
deal with various daily situations and strengthening the continuity of learning, as well
as the quality of education in the country.

To learn more about the current curriculum at each of the educational levels,
you can visit the following link: https://educacion.gob.ec/curriculo-priorizado/

If you want to learn more about the National Intercultural Bilingual

Curriculums, you can visit the following link: https://educacion.gob.ec/curriculos-
nacionales-interculturales-bilingues/

Theme n.° 7: What Does Evaluation Mean in Education

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7.1.1. Curriculum assessment as a process

Curricular evaluation will be a dynamic process that begins with a diagnosis,

the formulation of the design, as well as its implementation and the review of the
results achieved (Guamán-Guaya et al., 2024). In the curricular evaluation, the
different contexts in which it was implemented must be considered to carry out
analyses and improvements (OIE, 2015).

Curricular evaluation will be a dynamic process that begins with a diagnosis,

the formulation of the design, as well as its implementation and the review of the
results achieved (Guamán-Guaya et al., 2024). In the curricular evaluation, the
different contexts in which it was implemented must be considered to carry out
analyses and improvements (OIE, 2015):

1. The community must legitimize the evaluation processes.

2. It must provide opportunities for educational improvement.
3. It must have a rigorous methodology.
4. It should be holistic and emphasize good training practices.
5. It must collect contextual and qualitative information by configuring quantitative
methods.
6. The results should be documented and socialized.

7.2. Assessment and acreditation

Accreditation is in the academic-administrative field, while evaluation and

qualification are strictly framed in the academic field, indicating the type and level of
learning achieved (Fernández, 2017). Evaluation involves an assessment that
focuses on quality, while rating allows for quantification and relates to quantity. When
making an assessment, various subjective elements must be considered, such as
opinions, feelings, and perceptions. Measurement, on the other hand, refers
exclusively to observed and quantified elements. Therefore, it is feasible to carry out

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evaluation and accreditation processes without the need to assign grades (Sanahuja
& Sánchez-Tarazaga, 2018).

Contextually, evaluation can be summative or formative. With the first, the

student is certified through numerical qualifications that respond to curricular
knowledge to certify or accredit it. Although it is not the most suitable and
pedagogical, it can offer important data to implement educational plans and projects
at a micro-curricular level, thanks to the knowledge and skills acquired by the
student, at least quantitatively (OIE, 2015). Therefore, it must manifest the following
characteristics (Ministry of Education, 2023):

1) Integral: it must cover beyond the assessment of knowledge, considering other

relevant aspects.
2) Flexible: it must be adjusted to adapt to the population variables present in the
National Education System.
3) Contextualized: it must be in tune with the diverse realities that students face.
4) Dynamic: must explore multiple levels of understanding through the
implementation of various assessment instruments.

7.3. Evaluation Functions

The evaluation must go through a transformation process in order to avoid

resorting to traditionalist methods that prevent the teacher from improving their
teaching practice (Guamán-Guaya et al., 2022). Therefore, this evaluation, by
becoming a source of learning and aligning with the curriculum, resources, training
and support for teachers, planning, among other elements, will allow achieving
substantial improvements both at a macro level in the educational system and at
micro level in institutional curricula (OIE, 2015).

In the following Chart 1, the research by Guamán-Guaya et al. (2022) presents

the perspectives that evaluation presents as part of an integral learning process.

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Chart 1

Assessment for learning, as learning and of learning

Summative
Learning
-Grades.
-Performed by the
teacher.
-Totalizing: reflects the
proportion of learning
achievements attained
in a grade, course,
quarter, or unit of work.
-It is a bridge to learning if
numerical values are used
for formative purposes.
Evaluation
Formative
For learning
-Authentic, dynamic, and
continuous.
-Critical.
-Involves teachers and
students.
It promotes socio-affective
development.
-In addition to what the student
knows how to do (ZDP), it
considers what he/she can do.
-Work is done on mistakes.
-It is oriented in the processes
to know how to do and to do it.
-It helps the teacher to rectify
and adjust his methodology,
allowing the student to
progress, reflect and improve.
-It develops skills to
realistically evaluate their own
performance.
As learning
-It is a formative evaluation: it
implies co-evaluation and self-
evaluation.
Self-assessment and co-
assessment recognize the
student as the main agent of
every teaching and learning
process, making him/her the
architect of his/her own
learning.
-The educational actors,
together, define and discuss
the criteria, objectives and
evaluate learning.
-Problems are identified to
foresee measures to guide and
improve it.
-It originates a mediating
action.
-It develops metacognition or
the ability to learn how to
learn, preparing him/her to
learn autonomously.
-Develops attitudes and beliefs
about the student's ability to
take charge of learning.
-Student feels empowered to
achieve new learning
objectives.
-The student, by making
decisions about his learning
based on agreements with
others, faces a process of
cooperative learning.

7.4. Tools for the Evaluation Process

The instruments used for the evaluation will allow the teacher to compile the
various pedagogical processes. In Chapter 6, several tools for evaluation were

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analyzed and complemented by those proposed in the following Chart 2 (Calatayud,

2014).

Chart 2

Tools for evaluation

writings -Carpet or -Case studies -Portfolio

dossier -Test -Poster
-Control (exam) -Examination -Project
-Notebook -Virtual forum -Objective test
-Questionnaire -Memorial -Diagnostic test
-Reflective -Monograph -Written work
diary, class -Report
diary
Media
orals -Communication -Exhibition -Lecture
-Oral -Group -Class question
questionnaire Discussion -Oral
-Discussion, -Round table presentation
group dialogue
practical -Supervisad -Demonstración, -Role playing
practice performance o
representación
-Documentary and production analysis (review of personal
The student
and group work).
body does not
-Direct observation of the students, the group and
intervene
systematically, analysis of audio and video recordings.
Techniques -Self-evaluation (through self-reflection and/or
The student documentary analysis).
body -Peer evaluation (by means of documentary analysis)
participates -Shared or collaborative evaluation (through an individual
or group interview).
-Teacher's diary -Estimation scale - Self-
-Comparison - Observation assessment
scale sheet sheets
-Verbal or -Checklist -Peer evaluation
numerical scale -Decision sheets
Instruments -Descriptive scale matrices -Expert report
or rubric -Individual or Self-evaluation
group follow-up report
sheets -Self-
assessment
sheets

Complementary Resorces

• Video about the Ecuadorian Curriculum

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https://www.youtube.com/watch?v=QG_0RY8Gggo&t=170s

• Curricular grid about the curriculum

https://educacion.gob.ec/wp-content/uploads/downloads/2019/12/Modelo-malla-
curricular-carga-horaria.pdf

• Prioritized curriculum by levels

https://educacion.gob.ec/curriculo-priorizado/

• National Intercultural Bilingual Curricula

https://educacion.gob.ec/curriculos-nacionales-interculturales-bilingues/

• Good practices in educational evaluation

https://educacion.gob.ec/wp-content/uploads/downloads/2021/05/Buenas-
Practicas-de-Evaluacion-Educativa-en-el-Sistema-Nacional-de-Educacion.pdf

References

Alfageme-González, B., Miralles, P., & Monteagudo, J. (2015). Cómo evalúa el

profesorado de Geografía e Historia de Enseñanza Secundaria. Revista
Complutense de Educación, 26(3), 571-589.
https://doi.org/10.5209/rev_RCED.2015.v26.n3.44428

Calatayud, M. A. (2014). Evaluación de la práctica docente y calidad educativa: una

relación encadenada. Revista Iberoamericana de Educación, 65(1), 1-12.
https://doi.org/10.35362/rie651331

Theme n.° 7: What Does Evaluation Mean in Education

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Fernández, S. (2017). Evaluación y aprendizaje. MarcoELE: Revista de Didáctica

Español Lengua Extranjera, 1-43. Obtenido de
https://marcoele.com/descargas/24/fernandez-evaluacion_aprendizaje.pdf

Guamán, B. N., Calatayud, A. y Sánchez, P. (2022). Criterios propuestos para

seleccionar metodologías de enseñanza en Ecuador a partir del análisis de
grupos focales con docentes de bachillerato. Profesorado. Revista de
Currículum y Formación del Profesorado, 26(3), 526-
546. https://doi.org/10.30827/profesorado.v26i3.21487

Guamán, B. N., Calatayud, A. y Sánchez, P. (2022). Las metodologías de

enseñanza en la etapa de Bachillerato en Ecuador [Tesis de doctorado,
Universitat de València]. RODERIC. https://roderic.uv.es/items/94c02841-
3633-4e0d-89cc-242466c63a68

Guamán Guaya, B., Calatayud Salom, M. A., & Sánchez Delgado, P. (2024). El reto
de las metodologías de enseñanza del profesorado de bachillerato
ecuatoriano como factor de éxito escolar. Revista Educación, 48(1).
https://doi.org/10.15517/revedu.v48i1.53992

Ministerio de Educación. (2024). Malla Curricular. Quito: Ministerio de Educación.

Obtenidos de https://educacion.gob.ec/wp-
content/uploads/downloads/2019/12/Modelo-malla-curricular-carga-
horaria.pdf

Ministerio de Educación. (2024). Currículo Priorizado por Niveles. Quito: Ministerio

de Educación. Obtenidos de https://educacion.gob.ec/curriculo-priorizado/

OIE. (2015). Evaluación del aprendizaje del estudiante y el currículo: problemas y

consecuencias para la política, el diseño y la aplicación. UNESCO. Obtenido
de https://cutt.ly/aRKRUQU

Sanahuja, A., & Sánchez-Tarazaga, L. (2018). La competencia evaluativa de los

docentes: formación, dominio y puesta en práctica en el aula. Revista

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Iberoamericana de Educación, 76(2), 95-116.

https://doi.org/10.35362/rie7623072

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