Apostar por la coherencia entre evaluación y estilos de enseñanzaUna necesidad en el sistema educativo chileno

Resumen

This article is part of a qualitative research entitled: “Coherence between evaluation and teaching styles. Proposal for the Evaluation of Teacher Training Program for the Seminario Conciliar Center in Ancud, Chile. This study presents some results of research aimed at approaching the relevance of the coherence between evaluation and teaching styles in the class. The research is framed in a case study, applied to six high school teachers. The data collection instruments were: a class observation guideline; a semi-structured interview, validated by a team of 24 education professionals from different areas and the review of evaluation instruments applied to students. The working methodology corresponds to the triangulation of information to validate the qualitative analysis. The results show the predominance of participatory and traditional styles, establishing a coherence in 80% of the cases between what is taught and what is evaluated. In fact, the results obtained have a positive or negative impact and condition not only the way of learning, but also how it is learned and how it is transferred to the students. Finally, the article concludes with a series of recommendations focused on understanding evaluation not only as evaluation of learning but evaluation as learning and for learning. This is a motto that should be reinforced in Chilean high schools.