Percepciones de los estudiantes de tres instituciones educativas rurales del Departamento de Antioquia sobre la evaluación

Abstract

RESUMEN: El presente trabajo de grado se enfoca en analizar los procesos evaluativos en el contexto de tres escuelas rurales; donde se enfrentan desafíos únicos debido a su ubicación geográfica, recursos limitados y diversidad de estudiantes. El objetivo principal es analizar cómo se lleva a cabo la evaluación en estas sedes educativas rurales y proponer estrategias para mejorarla, considerando las particularidades de su entorno, mediante el sentir de los estudiantes, sus experiencias y el continuo aprendizaje de los profesores(as), se busca que esta evaluación sea más formativa, pensada en mirar de una forma integral a los niños y niñas de estos territorios. La investigación se basa en un enfoque cualitativo, bajo una metodología narrativa, utilizando actividades interactivas para obtener resultados sobre los verdaderos pensamientos, emociones y sentimientos de los estudiantes cuando un profesor utiliza la evaluación como una herramienta de autoridad y medición. Los hallazgos revelan que las tres sedes educativas rurales enfrentan desafíos significativos en términos de acceso a recursos educativos, capacitación docente y participación de la comunidad. Estos factores influyen en la forma en que se lleva a cabo la evaluación, con énfasis en métodos tradicionales y limitada atención a la evaluación formativa y el seguimiento del progreso a largo plazo de los estudiantes. Finalmente, se propone un conjunto de recomendaciones para mejorar la evaluación en las sedes educativas rurales, incluyendo la implementación de prácticas más inclusivas y contextualizadas, el fortalecimiento de la formación docente en evaluación formativa y el fomento de la participación de la comunidad, entre ella los estudiantes y sus sentires en los procesos de evaluación. Se espera que estas sugerencias contribuyan a mejorar la calidad educativa, el rendimiento académico y su formación como seres sociales en dichos contextos rurales. Es así como este estudio, pretende ofrecer una visión integral de los desafíos y oportunidades en materia de evaluación en la escuela rural; además, busca proporcionar orientación práctica para los profesores y profesionales de la educación, así como para los responsables de la formulación de políticas en este ámbito. ABSTRACT: This thesis focuses on analyzing and observing the evaluation processes in the context of three rural schools; where unique challenges are faced due to its geographic location, limited resources, and diversity of students. The main objective is to analyze how the evaluation is carried out in these rural educational centers and propose strategies to improve it, considering the particularities of their environment, through the feelings of the students, their experiences and the continuous learning of the teachers, it is sought that this evaluation is more formative, designed to look at the integration of the children of these territories. The research is based on a qualitative approach, under a narrative methodology, using interactive activities to obtain results about the true thoughts, emotions and feelings of students when a teacher uses assessment as a tool of authority and measurement. The findings reveal that the three rural schools face significant challenges in terms of access to educational resources, teacher training, and community engagement. These factors influence the way assessment is conducted, with an emphasis on traditional methods and limited attention to formative assessment and monitoring students' long-term progress. Finally, a set of recommendations is proposed to improve evaluation in rural schools, including the implementation of more inclusive and contextualized practices, the strengthening of teacher training in formative assessment, and the promotion of community participation, including students and their feelings in evaluation processes. It is hoped that these suggestions will contribute to improving the quality of education, academic performance and their formation as social beings in these rural contexts. Thus, this study aims to offer a comprehensive vision of the challenges and opportunities in terms of evaluation in rural schools; In addition, it seeks to provide practical guidance for teachers and education practitioners, as well as for policymakers in this area.

ABSTRACT: This thesis focuses on analyzing and observing the evaluation processes in the context of three rural schools; where unique challenges are faced due to its geographic location, limited resources, and diversity of students. The main objective is to analyze how the evaluation is carried out in these rural educational centers and propose strategies to improve it, considering the particularities of their environment, through the feelings of the students, their experiences and the continuous learning of the teachers, it is sought that this evaluation is more formative, designed to look at the integration of the children of these territories. The research is based on a qualitative approach, under a narrative methodology, using interactive activities to obtain results about the true thoughts, emotions and feelings of students when a teacher uses assessment as a tool of authority and measurement. The findings reveal that the three rural schools face significant challenges in terms of access to educational resources, teacher training, and community engagement. These factors influence the way assessment is conducted, with an emphasis on traditional methods and limited attention to formative assessment and monitoring students' long-term progress. Finally, a set of recommendations is proposed to improve evaluation in rural schools, including the implementation of more inclusive and contextualized practices, the strengthening of teacher training in formative assessment, and the promotion of community participation, including students and their feelings in evaluation processes. It is hoped that these suggestions will contribute to improving the quality of education, academic performance and their formation as social beings in these rural contexts. Thus, this study aims to offer a comprehensive vision of the challenges and opportunities in terms of evaluation in rural schools; In addition, it seeks to provide practical guidance for teachers and education practitioners, as well as for policymakers in this area.