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Evaluation Paradigms: from the Traditional to the Socio-formative

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DOI:

https://doi.org/10.32870/dse.vi21.646

Keywords:

socioformative evaluation – evolution of evaluation – evaluation paradigms – feedback

Abstract

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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Author Biographies

María de la Luz Berlanga Ramírez, Escuela Normal Superior del Estado de Coahuila

Máster en Educación basada en competencias. Doctorando del Centro Universitario CIFE. Profesora-investigadora de la Escuela Normal Superior del Estado de Coahuila, México. Líneas de investigación: educación y evaluación normalista.

Luis Gibran Juárez-Hernández, Centro Universitario CIFE, Cuernavaca

Doctor en Ciencias Biológicas y de la Salud. Profesor-Investigador del Centro Universitario CIFE en Cuernavaca, Morelos. México. Líneas de investigación: instrumentos de evaluación y estadística.

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Published

2019-10-21

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Issue

No. 21 (11): Agreement and divergence in sexual education. July-December 2020

Section

Other articles

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