Learning is a difficult process that involves the person in all her facets: intellectual, emotional, social and cultural. Learning implies developing the ability to use the knowledge acquired in all its instrumental capacity to acquire new knowledge and it has been verified that in the act of learning several phases of great interest are distinguished based on the following criteria: information, elaboration, assimilation, transfer and control.
Within this order of ideas and in relation to learning, I would like to quote the following statement made by Paulo Freire in order to delve a little more about all those who want to teach in educational practice
In his first letter, Freire explains what the true critical meaning of the words "teach" and "learn" is, and what is the role of the educator in these two processes, since, as he correctly states, the teacher, in addition to teaching, learns to teach. To explain the subject, Freire talks about some important elements, such as reading, but above all, he shows how these two concepts go hand in hand in the processes of teacher improvement.
The educator first learns to teach, but he also learns to teach by teaching something that is re-learned because it is being taught, without which he does not learn, the educator helps himself to discover doubts, successes and errors ”.
In this way I present this reflection for educational purposes hoping that it will be useful for the educational community since over the years many researchers and education professionals have proposed an educational change where students learn to learn and therefore the teacher learns to teach...
Indeed when we talk about learning to learn we are talking about learning we are talking about the pedagogical practice that forms the student where teacher-student is involved and obviously we are talking about the evaluation of learning If there is to learn there must be an evaluative act.
Consequently we are talking about the act of evaluating. I want to point out that one of the teacher complaints that has always led us to meditation is the way we evaluate, since in the educational field the way of evaluating has always been questioned where experts in the evaluation field have proposed changes in the objectives to evaluate and have proposed to truly promote a formative evaluation where it has been aspired that teachers experience through practice new ways of evaluating
Within this framework I propose the following situation "learning is not passing exams"
We must assume that certainly if we have confused the act of learning with passing exams and this in some way has brought limitation in the act of evaluating, because we have to understand that it is not the same to evaluate than to examine or to evaluate than to grade is to pass exams.
Many of us loved to say: my students passed the written exam with very good grades! and we were even satisfied with knowing that they were not critical or argued ideas but we were satisfied with saying that they knew because they got a good grade in the written tests without reflecting on some limitations and effects that occur in the process.
It is important to note that traditionally teachers have believed for a long time that one of the most important criteria for evaluating student learning is based on the test or written exam and it is not that they do not enter the evaluation game but that we must go experienced what is the best way to evaluate student learning, looking for tools and appropriate criteria to optimize learning to learn
Teachers must be clear that a grade in an exam does not determine 100% significant learning because learning in order to pass an exam is very different from learning by learning and even many students study by passing an exam at the right time but really the knowledge is not significant since after passing the exam there is no information left
Now, the question would be what would be the strategy to evaluate the learning processes of your students? How to assess learning without testing?
In this sense, it is important to say that there are various criteria and indicators to evaluate and that the teacher can take from their tools to get students to demonstrate what they are taught or rather to demonstrate what they know without applying written tests already they themselves understand the reason why they are learning by meditating and reflecting on the applied contexts
In this way, I must point out that tests or exams are not the only way to evaluate student learning as there are strategies that allow understanding the processes of students and their learning in a much more meaningful way.
In this sense, I would like to mention some evaluation tools that he used as a teacher in the area of language in my students so that the student understands what he does and why he does it, as well as creating awareness of the level of the process that is being carried out. continuing in this process.
For example, one of my favorite tools because I have specified that the student learns to learn is the reading of fragments selected by the same students where, after being socialized in a specific objective, I apply the content analysis regarding the content standards for evaluation. actively and practically when necessary to demonstrate gestural activities which are very significant in their learning
I remember that the content analysis demonstrates the individual and creative understanding of the students.
The area of Language is broad but very significant when applying comprehension in students and when applying any topic to know how the students' knowledge is, I like to evaluate it in the class area either in groups or individually, although I do not rule out writing and other ways to evaluate when necessary.
I also evaluate through teamwork since it is clear and evident that group or team work allows students to grow and improve themselves day by day, helps them learn the importance of good communication, takes them out of their comfort zone continuously , teaches them to trust more in themselves and in others and forces them to reach their full potential and put it at the service of the collective
How do I use the groups to evaluate?
Group work must always be applied by a teacher because we know that these leave students with very positive criteria such as those mentioned above and when they are applied with awareness and motivation they are of great benefit in student learning and in my opinion I always apply it to a feedback on my students
But can I evaluate student learning through group work without applying tests or exams? Of course, yes, because the exchange of ideas in them is very significant to learn and this commits them more to know that they will be evaluated through all the information they can acquire through the exchange of ideas or opinions where of course the teacher You must meaningfully infer and support them to think creatively.
In this sense, meditation in education is very important to expand your knowledge.
After carrying out and analyzing all the assigned content, I proceed to the evaluation with oral questions and taking into account the criteria indicated for said evaluation and finally everyone must present their work making precise comments and analyzing each part of the process
There are various examples and models of evaluations for the learning process of students, in fact various researchers show us through their blog on social networks the various tools that we can use to innovate in our students how to evaluate them without having to apply all the time tests or exams.
As a teacher we must innovate and every day look for the most appropriate tools for the well-being of our students so that they can learn to learn.
