The effects of SIEE on the assessment process on the first grade at a public school in Huila Efectos del SIEE en los procesos de evaluación del grado primero en un colegio público del Huila

Abstract

Even though evaluation as assessment or reasoned judgment on issues and people is a natural process of language and communication, it takes a pejorative vision in educational contexts because tests and grades are culturally presented as a compulsory demand at school and work. From a perspective of evaluation as a process of permanent dialogue concerning knowledge, culture, citizenship and life projects, this qualitative ethnographic study shows the roles and perceptions of first-grade teachers from a public school in Huila. This research sought to analyze the procedures and effects of the SIEE on first-grade assessment practices through observation, conversation/interviews, focus groups, and analysis of documents such as the institutional educational project (PEI) and those used either in virtual or face-to-face classroom environments. The results showed teachers’ lack of knowledge about the evaluation legislation, the absence of self-training to understand the social meaning of formative assessment, and teachers’ decisions to transform the pedagogical and assessment visions and practices. The work with rubrics in project-based pedagogy is the horizon and the challenge to guarantee the cohesion of the Institutional System for the Evaluation of Student Learning. This thesis is a support to achieve it.