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versión impresa ISSN 0100-1574versión On-line ISSN 1980-5314
Resumen
RODRIGUEZ-VENEGAS, Andrea Alejandra; VILLAGRA-BRAVO, Carolina Pilar y ARAVENA-KENIGS, Omar Andrés. REDEFINING LEARNING ASSESSMENT AS A PRACTICE OF FREEDOM. Cad. Pesqui. [online]. 2024, vol.54, e10121. Epub 07-Mayo-2024. ISSN 1980-5314. https://doi.org/10.1590/1980531410121.
The present study aims to describe the redefining of the understandings of teachers in initial training with regard to assessment. The present case study used a qualitative, exploratory-descriptive methodology. A total of 29 teachers in training at a Chilean university took part. Information was collected through interviews before and after the implementation of a training process based on the assessment-as-learning approach. There were changes in understandings and practices, particularly awareness of the social and continuous nature of assessment. The conclusion is that assessment-learning as a practice of freedom emerges from collaborative and democratic spaces and implies a liberation from the fear of error and the need for external control.
Palabras clave : ASSESSMENT; LEARNING; AUTONOMY; INITIAL TEACHER TRAINING.