Una propuesta de evaluación global en el contexto de la enseñanza de las Ciencias Sociales

Abstract

Progress on a proposed comprehensive assessment that breaks with the traditional concept that has been dominating in the educational processes. It starts from the idea of the concept of interdisciplinarity, significant learning and building processes as the essence for education linked to the immediate reality of the student where he reconsider the relationship instruction - evaluation as an integrated whole.

Attention is drawn to the convenience of accessing knowledge of students as the main subject of the educational process from an integrated know which leaves to one side fragmentation and partitioning provided by traditional practices of evaluation that are supported by formal testing, test or tests that translate into a simple quantitative restrictive rating, which identifies the teaching act. An education that serves the integral development of student need not lead to a comprehensive control, hence the value of education lies in understanding that the student learns as a unit, explaining his progress as a result of the conduct of his entire personality in relation with the middle partner - teaching that surrounds it.

Finally, it proposes a unit of global learning that operacionaliza the proposal in termsof the relationship of the processes that make up the teaching act as an integrated whole.