Meanings for secondary school teachers on the evaluation of learning

Abstract

Learning assessment is a relevant issue for teachers in the educational system due to the conceptual and application implications that it represents. Thus, a qualitative research was carried out whose objective was: to analyze the meanings assigned by secondary school teachers to the evaluation of students' learning. After solid documentation on the subject, the data was collected through semi-structured interviews, directed to eight teachers from a public secondary institution in the state of Jalisco, Mexico. The theory of meaning and the conceptualization of evaluation were applied as an interpretive framework. It was obtained as a result that the professors maintain a meaning based on their experiences as students, in few cases reference was made to the training received in the institution and the fewest, they clearly expressed what the evaluation means and the implications that it has in learning.