Volume 19, No. 6, 2022
Social Representations Of Learning Assessment: A View From Complex Thinking
Claudia Ávila Vanegas , Audin Aloiso Gamboa Suárez , Raúl Prada Núñez
Abstract
The assessment of learning is made up of theoretical and practical elements from different disciplines and sciences that configure social representations in schools. In order to identify this configuration, we propose a dialogical encounter of the discourses constructed around assessment, its meanings and meanings through international guidelines, regulations, teachers' experiences and the institutionalisation of assessment practices. The methodology is qualitative with an interpretative approach. The method chosen is processual, characterised by the analysis of cultural, symbolic and discursive productions. The techniques and instruments used are semi-structured interviews and a documentary analysis matrix. The analysis of the information is carried out by open and axial coding, to be subsequently interpreted from the logic of complex thinking. The sample consisted of 11 teachers recognised by the Instituto de Desarrollo Pedagógico de Bogotá-Colombia for having carried out significant experiences in learning assessment. The results show a multidimensional configuration of social representations on learning assessment, in which historical memory, biographical traces, the need for change, ethical commitment, emotions and the humanisation of assessment designed for learning all play a role.
Pages: 97-109
Keywords: Learning assessment, social representations, complex thinking.