An Approach from Formative to Constructive Evaluation through an Autonomous Learning Process

Main Article Content

Marcela Del Campo
Martha Isabel Bonilla
Luz Stella Ahumada

Abstract

The present text seeks to encourage a reflection around the meaning and possibilities of the evaluation of learning from a formative view and to focus on the aim to move towards a constructive evaluation that responds to the necessities of our students. This implies a continuous process that could be a fundamental source to get teachers aware of their role as a guide and, most importantly, help students make relevant decisions to achieve meaningful English learning through autonomy, a main element of constructive evaluation.

Article Details

How to Cite
Del Campo, M., Bonilla, M. I., & Ahumada, L. S. (2010). An Approach from Formative to Constructive Evaluation through an Autonomous Learning Process. HOW, 17(1), 145–163. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/70
Section
Reflections and Revision of Themes
Author Biographies

Marcela Del Campo, Universidad Nacional de Colombia, Bogotá

Marcela Del Campo holds a teacher’s license in Modern Languages. She also holds a Specialist’s degree in Pedagogy, a Master’s in Education, and a PhD in Education (Didactics of languages and literature). Currently, she is an associate professor at the National University, sede Bogotá and a professor at the National Pedagogical University, Bogotá.

Martha Isabel Bonilla, Universidad de La Salle, Bogotá

Martha Isabel Bonilla holds a teacher’s license in Modern Languages. She also holds a Specialist’s degree in Pedagogy and a Master’s in Education. She is a professor at La Salle University, Bogotá.

Luz Stella Ahumada, Universidad Cooperativa de Colombia, Bogotá

Luz Stella Ahumada holds a license in Educational Administration and Spanish. She also holds a Specialist’s degree in Social Management of Education and a Master’s in Education. She is a professor at Universidad Cooperativa de Colombia in Bogotá.

References

Allal, L. (1979). Estrategias de evaluación formativa. Concepciones psicopedagógicas y modalidades de aplicación. Infancia y Aprendizaje, 11, 4-22.

Álvarez, J. M. (1998). La evaluación en la enseñanza de la lengua. [Adobe Digital Editions version] Retrieved from http://revistas.ucm.es/edu/11300531/articulos/DIDA9898110189A.PDF

Álvarez, J. M. (2001). Evaluar para conocer, examinar para excluir. Madrid: Morata.

Avolio De Cols, S. & Iacolutti, M.D. (2006). Enseñar y evaluar en formación por competencias laborales: conceptos y orientaciones metodológicas. Buenos Aires: Banco Interamericano de Desarrollo.

Bandura, A. (1977). Social learning theory. New York: Prentice Hall.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Barbera, E. (1991). Estado y tendencias de la evaluación en educación superior. Revista de la Red Estatal de Docencia Universitaria, 3(2), 94-99.

Benson, P. & Voller, P. (1997) Autonomy and independence in language learning. London: Longman.

Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. [Adobe Digital Editions version] Retrieved from http://www.collegenet.co.uk/admin/download/inside%20the%20black%20box_23_doc.pdf

Bordas, M. & Cabrera, F. (2001). Estrategias de evaluación de los aprendizajes centrados en el proceso. Revista Española de Pedagogía. Año LIX, (218), 25-48.

Boston, C. (2002). The concept of formative assessment. [Adobe Digital Editions version] Practical Assessment, Research & Evaluation, 8(9). Retrieved from http://PAREonline.net/getvn.asp?v=8&n=9

Del Campo, M. & Bonilla, M. (2009) English classroom projects: Turning experience into practice for both teachers and students through literature. Revista Folios, 28, 137-143.

Díaz Barriga, Á. & Pacheco, T. (2000). Evaluación académica. México: Fondo de Cultura Económica.

Flórez, R. (2002). Factores asociados a la calidad de la docencia universitaria. Bogotá: ICFES.

Harmer, J. (2009). The practice of English language teaching. NY: Pearson Longman.

Holec, H. (1985). On autonomy: Some elementary concepts. In Riley, P. (Ed.) Discourse and learning (pp. 173-190). London: Longman.

INEVAFOR. (2008). Evaluación formativa y formadora como posibilidad de desarrollo humano. Bogotá: Universidad San Buenaventura – Universidad Pedagógica Nacional.

Mager, R. (1974). Objetivos para la enseñanza efectiva. Caracas: Editorial Salesiana.

Mora, A. (2004). La evaluación educativa: Concepto, períodos y modelos. [Adobe Digital Editions version] Revista Electrónica Actualidades Investigativas en Educación, 4(2), 1-28. Retrieved from http://revista.inie.ucr.ac.cr/articulos/2-2004/archivos/periodos.pdf

Nunziati, G. (1990). Pour construire un dispositif d’évaluation formatrice. Cahiers Pédagogiques, 280, 47-64.

Oxford, R. (2003). Toward a more systematic model of L2 learner autonomy. In Palfreyman, D. & Smith, R. (Eds.), Learner autonomy across culture: Language education perspectives. (pp. 75-91) Retrieved from http://books.google.com.co/books?id=15qHF56T_iEC&printsec=frontcover&dq=Learner+Autonomy+Across+Culture&hl=es&ei=9CQdTZmVF8L-

Paris, S. G. & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (pp. 169-200). New York: Springer-Verlag.

Parlett, M. & Hamilton, D. (1972). Evaluation as illumination: A new approach to the study of innovatory programmes. Occasional Paper No. 9. Centre for Research in the Educational Sciences University of Edinburgh.

Perafán, A. (1996). Tres ejes para evaluar la acción educativa: Auto, hetero e interestructuración. Revista Evaluación y Cultura Escolar, 1, 29-40.

Pérez, G. Á. (2004). La construcción del sujeto en la era global. Encuentro Internacional Sobre Políticas Investigaciones y experiencias en evaluación Educativa: Consecuencias para la educación. ICFES - UPN. Memorias.

Sadler, R. (1989). Formative assessment in the design of instructional systems. Instructional Science, 18(2), 119-144.

Ridley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4), 293-306.

Sandonato, A. & Fus, M. (2003). Reflexiones sobre la organización del curriculum de biología en base a la autorregulación de los aprendizajes. IV encontro ibero-americano de coletivos escolares e redes de professores que fazem investigação na sua escola. Rio Grande do Sul.

Sanmartí, N. & Jorba, J. (2000). La función pedagógica de la evaluación. Revista Aula de Innovación Educativa, 20.

Sanmartí, N. (2002). ¿Para qué sirve evaluar? Organización y Gestión Educativa, 10(3), 17-19.

Santos, M. (1998). Evaluar es comprender. Buenos Aires: Magisterio del Río de la Plata.

Scharle, A., & Szabó, A. (2000). Learner autonomy - A guide to developing learner responsibility. UK: Cambridge University press.

Smith, A., & Rawley, L. (1997). Using TV commercials to teach listening and critical thinking. The Journal of the Imagination in Language Learning and Teaching, 4(1), 38-58. Retrieved from http://www.njcu.edu/cill/vol4/smith- rawley.html

Tyler, R. (1967). Principios básicos del currículo. México: Centro Regional de Ayuda Técnica.

Thoresen, C., & Mahoney, M. (1974). Behavioral self-control. New York: Holt Rinehart y Winston.

Zambrano, G. (2006). La Evaluación formativa en la enseñanza-aprendizaje de inglés. Retrieved from http://www.tdr.cesca.es/TESIS_URV/AVAILABLE/TDX-0704107-090614//GZCap09EspDefImpresion1.pdf

Zimmerman, B.J. (1986) Development of self regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307–313.

Zimmerman, B.J. (1989) A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.