Contradictions between teachers' and students' evaluative activity in learning assessment

Abstract

Introduction: Evaluation as learning emphasizes that students participate actively, with reflections on their learning, however, it should be considered that the assessment made by the teacher is not always the same as that made by the student, they can enter into contradiction and it ceases to be a learning process for the student.

Objective: To identify contradictions between the evaluative activity of teachers and students through the evaluation of learning in the educational process.

Methods: The study was qualitative and was carried out in 2024, in Educational District 03-01, Azua, Dominican Republic; it used the focus group technique. A discussion guide was prepared which included the following questions: What do you think about the contradictions between the evaluative activity of teachers and students, how can they be classified, what characteristics should the practical and evaluative activity of the teacher have, and could you give an example? The sample was a non-probabilistic sample of 12 teachers who are district technicians.

Result: It was specified that the aspects that appear as contradictory are classified as unilateral or bilateral. The practical and evaluative activity of the teacher was characterized.

Conclusion: An essential aspect of the concept of evaluation is the evaluative balance of the teacher and the student. The evaluation of learning is always present since the teacher's activity is characterized by its three components: cognitive, practical and evaluative. It was recommended to continue the research by incorporating the communicative component into the teacher's activity.