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La educación es una práctica social, y la evaluación, uno de sus principales componentes y compromisos. No se concibe la educación sin la evaluación. En los últimos veinte años hemos asistido a la resignificación del concepto y al análisis de sus repercusiones en el ámbito escolar, aspectos que han sido abordados desde diferentes perspectivas. Reconocemos la fuerza que ha tomado la evaluación cualitativa; inclusive, en algunas instituciones se ha generalizado y reglamentado, pero consideramos que esto no ha bastado para comprender su verdadera dimensión e incidencia en el proceso enseñanza- aprendizaje. En este texto presentamos algunos criterios de análisis, en el marco de la evaluación cualitativa, sus implicaciones y la manera como se manifiestan y evidencian en el ámbito escolar.Education is a social practice, and evaluation is one of its main components and commitments. Education is not thought of without evaluation. During the last twenty years we have seen the resignification of the concept and the analysis of its repercussions on the school atmosphere. Both aspects have been approached from different perspectives. We acknowledge the importance gained by qualitative evaluation; in some institutions, it has been generalised and regulated. However, we do believe that this has not been enough to understand its true dimension and incidence on the teaching-learning process. This paper presents some analysis criteria within the framework of qualitative evaluation.

En correspondencia con los enormes cambios paradigmáticos operados en la enseñanza de las ciencias, ha surgido la necesidad de actualizar los distintos diseños curriculares y su abordaje en las estrategias de aprendizaje. En el empeño de lograr esa actualización, debemos tener presente que ella ha de abarcar tanto el sistema de conocimientos, las aplicaciones prácticas y el uso de nuevas tecnologías educativas, hacia la cual usualmente se dirige el interés principal, como también las características del propio proceso enseñanza-aprendizaje, cuestión a la que se ha dedicado menor atención. El propósito de este estudio fue diseñar elementos estratégicos para intervenir los procesos de aula con características andragógicas, usando como recurso tecnológico principal el video. La población estuvo compuesta por el total de 90 cursantes de la asignatura de Matemática I (tres secciones), y conformaron la muestra 30 participantes. Se aplicó la técnica de la observación directa, filmando y registrando los aspectos relevantes. Una vez analizados los resultados, se obtuvo un alto porcentaje de disposición al trabajo colaborativo, así como uno medio en los dominios de contenidos, pero fue bastante bajo con relación al manejo del lenguaje formal. Entre otras conclusiones, se determinó que el uso del video en el aula es de gran valor como herramienta educativa.As a result of the paradigmatic changes that have taken place in the teaching of sciences, it has been necessary to update the various curricular designs and the way they are approached in teaching strategies. In trying to achieve such updating, it must be kept in mind that it has to include both issues of main concern -namely the knowledge system, the practical applications and the use of new educational technologies- and also the characteristics of the teaching-learning process itself, which has not been give equal attention. The aim of this study was to design strategic elements to intervene the classroom processes by including andragogic characteristics, using videos as a technological resource. The population was composed of a total of 90 students of Mathematics I (three sections) and the sample consisted of 30 participants. Direct observation was used, and the relevant aspects were filmed and recorded. The analysis results yielded a high percentage of collaborative work as well as an average one in the mastery of contents; however, the percentage related to the use of formal language was low. It was concluded, among other things, that the use of video in the classroom has a high value as an educational tool.

Education is a social practice, and evaluation is one of its main components and commitments. Education is not thought of without evaluation. During the last twenty years we have seen the resignification of the concept and the analysis of its repercussions on the school atmosphere. Both aspects have been approached from different perspectives. We acknowledge the importance gained by qualitative evaluation; in some institutions, it has been generalised and regulated. However, we do believe that this has not been enough to understand its true dimension and incidence on the teaching-learning process. This paper presents some analysis criteria within the framework of qualitative evaluation. [ABSTRACT FROM AUTHOR]

As a result of the paradigmatic changes that have taken place in the teaching of sciences, it has been necessary to update the various curricular designs and the way they are approached in teaching strategies. In trying to achieve such updating, it must be kept in mind that it has to include both issues of main concern -namely the knowledge system, the practical applications and the use of new educational technologies- and also the characteristics of the teaching-learning process itself, which has not been give equal attention. The aim of this study was to design strategic elements to intervene the classroom processes by including andragogic characteristics, using videos as a technological resource. The population was composed of a total of 90 students of Mathematics I (three sections) and the sample consisted of 30 participants. Direct observation was used, and the relevant aspects were filmed and recorded. The analysis results yielded a high percentage of collaborative work as well as an average one in the mastery of contents; however, the percentage related to the use of formal language was low. It was concluded, among other things, that the use of video in the classroom has a high value as an educational tool. [ABSTRACT FROM AUTHOR]