Jara GNP, Díaz-López MM

Language: Spanish
References: 0
Page: 1-15
PDF size: 105.50 Kb.

ABSTRACT

From the perspective of quality in education, teachers' assesment is a cornerstone that makes it possible to improve the processes formulated by the educational policies, although it has been given an operational role as a mechanism for measurement, control, homogenization, and influenced by international neoliberal policies. The objective of this article is to identify the guidelines for educational assessment policies in Colombia and reassign a true meaning through a proposal, which may allow continuous teachers' development. Thus, this assessment might be considered a real tool for reflection that encourages the participation of all players involved in the educational process, and whose purpose is contributing with elements of analysis that contribute to the construction of consensus for decisionmaking, and that transcend in the consolidation of the educative communities, being exalted the colleague state, autonomous work and the teachers' professionalization.