Evaluation Paradigms: from the Traditional to the Socio-formative
DOI:
https://doi.org/10.32870/dse.vi21.646Keywords:
socioformative evaluation – evolution of evaluation – evaluation paradigms – feedbackAbstract
Evaluation has been the subject of various studies in education, which have led to its evolution thanks to the contributions of each evaluation model to improve its implementation. This essay addresses thirteen evaluation paradigms: Traditional, Democratic, Criterion-Based, Comprehensive or Interpretive, Decision-Making Oriented, Negotiation, Quality or Institutional, Alternative, Execution, Authentic, Progressive, Competency-Based, and Socio-formative, the most recent. The aim of this paper is to examine the contributions of the evaluation paradigms to the teaching - learning process. It has been found that some of the evaluation models are opposed but others also complement each other, facilitating the improvement of the application of evaluation and, therefore, its evolution. Socio-formative evaluation has made substantial contributions to evaluation by competencies, andresponds to needs of the information society.
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