Percepción epistémica de aprendizajes universitarios: una mirada a los fundamentos teóricos que soportan la evaluación

Abstract

The epistemic perception of learning evaluation could become one of the biggest problems in the educational process, since the application of standardized written exams with mechanical memorization, instruments with little validity and reliability, and other traditional methods are used. For this reason, this research aims -through documentary analysis- to reflect on the theoretical foundations that support the evaluation of learning in the university system. Learning assessment strategies are perceived by teachers as a subjective relationship of power, lacking reliability that distorts social demands. Therefore, the use of learning assessment techniques that approximate the achievement of the required competencies, require an accompaniment of reflective, active and formative didactic-assessment modalities, such as: inverted classroom, rubrics of self-assessment of competencies and service-learning, so that in this way, the construction of knowledge and skills is self-regulated by the students themselves.