{"id":2872,"date":"2017-01-01T00:00:00","date_gmt":"2017-01-01T00:00:00","guid":{"rendered":"https:\/\/hdl.handle.net\/20.500.12008\/39713"},"modified":"2017-01-01T00:00:00","modified_gmt":"2017-01-01T00:00:00","slug":"la-evaluacion-alternativa-una-via-para-comprobar-la-adquisicion-de-conocimientos","status":"publish","type":"post","link":"https:\/\/hlrnet.net\/sites\/actu-es\/2017\/01\/01\/la-evaluacion-alternativa-una-via-para-comprobar-la-adquisicion-de-conocimientos\/","title":{"rendered":"La Evaluaci\u00f3n Alternativa, una v\u00eda para comprobar la adquisici\u00f3n de conocimientos"},"content":{"rendered":"\n\n
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T\u00edtulo: La Evaluaci\u00f3n Alternativa, una v\u00eda para comprobar la adquisici\u00f3n de conocimientos
\nAutor: Holder Piedra, Roberto Erasmo
\nResumen: Los nuevos desaf\u00edos para abordar el tema de la evaluaci\u00f3n en la educaci\u00f3n han propiciado nuevas alternativas para desarrollar el proceso de ense\u00f1anza-aprendizaje con instrumentos evaluativos que est\u00e9n m\u00e1s acordes con las circunstancias contempor\u00e1neas. La presente propuesta est\u00e1 encaminada a plantear los nuevos procedimientos y t\u00e9cnicas que pueden ser usados dentro del contexto de la ense\u00f1anza e incorporarlos a las actividades y tareas docentes diarias en el aula como evaluaci\u00f3n alternativa. Aunque no hay una sola definici\u00f3n de evaluaci\u00f3n alternativa lo que se pretende con dicha evaluaci\u00f3n, principalmente, es recopilar evidencia acerca de c\u00f3mo los estudiantes procesan y completan tareas reales en un tema particular. La evaluaci\u00f3n alternativa incluye una variedad de t\u00e9cnicas de evaluaci\u00f3n, entendiendo estas, seg\u00fan el autor, como “cualquier instrumento, situaci\u00f3n, recurso o procedimiento que se utilice para obtener informaci\u00f3n sobre la marcha del proceso”. Dichas t\u00e9cnicas se pueden adaptar a diferentes situaciones. En consecuencia con las transformaciones en el orden educacional, nos proponemos mostrar nuevas alternativas que propicien el desarrollo del proceso docente y a su vez comprobar el desempe\u00f1o de los estudiantes en la adquisici\u00f3n de los nuevos conocimientos en un contexto real situacional.; The new challenges in the assessment process have brought about to Education what we all know as Alternative Assessment, that deals with new procedures and techniques that can be used in more contemporary situation for a better teaching learning process. That is why the purpose of this work is to contribute with some new and possible assessment techniques to be applied in different language classes. Though there is not a single definition of Alternative assessment, its main purpose is to compile the learning evidences in reference of how the students are processing and completing the learning tasks assigned for a specific topic. The Alternative Assessment techniques are well-understood as any assessment instrument, situation, learning environment, and procedures used to obtain information about how the students are achieving the teaching learning process. These techniques and procedures can be adapted to the different contexts in which the learning process is being developed. By the implementation and use of these techniques we propose to show new alternatives that help to the development a better teaching learning process and to assess the students\u2019 performance in the acquisition of the new language knowledge in a real situational context.; Os novos desafios para abordar a quest\u00e3o da avalia\u00e7\u00e3o na educa\u00e7\u00e3o levaram a novas alternativas para desenvolver o processo de ensino-aprendizagem com instrumentos de avalia\u00e7\u00e3o que est\u00e3o mais em linha com as circunst\u00e2ncias contempor\u00e2neas. Assim, a presente proposta tem como objetivo determinar os novos procedimentos e t\u00e9cnicas que podem ser utilizados no contexto do ensino e incorpor\u00e1-los nas atividades di\u00e1rias e tarefas de ensino na sala de aula como uma avalia\u00e7\u00e3o alternativa. Embora n\u00e3o haja uma \u00fanica defini\u00e7\u00e3o de avalia\u00e7\u00e3o alternativa, o que se destina com essa avalia\u00e7\u00e3o, principalmente, \u00e9 reunir provas sobre como os alunos processam e completam tarefas reais em um t\u00f3pico espec\u00edfico. A avalia\u00e7\u00e3o alternativa inclui uma variedade de t\u00e9cnicas de avalia\u00e7\u00e3o que, de acordo com o autor, s\u00e3o entendidas como “qualquer instrumento, situa\u00e7\u00e3o, recurso ou procedimento que \u00e9 usado para obter informa\u00e7\u00f5es sobre o progresso do processo”. Essas t\u00e9cnicas podem ser adaptadas a diferentes situa\u00e7\u00f5es. Consequentemente, com as transforma\u00e7\u00f5es na ordem educacional, propomos mostrar novas alternativas que favore\u00e7am o desenvolvimento do processo de ensino e, por sua vez, verificar o desempenho dos alunos na aquisi\u00e7\u00e3o do novo conhecimento em um contexto real situacional.
\nDescripci\u00f3n: rue.fenf.edu.uy\/index.php\/rue<\/a> Fuente<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

T\u00edtulo: La Evaluaci\u00f3n Alternativa, una v\u00eda para comprobar la adquisici\u00f3n de conocimientos Autor: Holder Piedra, Roberto Erasmo Resumen: Los nuevos desaf\u00edos para abordar el tema de la evaluaci\u00f3n en la educaci\u00f3n han propiciado nuevas alternativas para desarrollar el proceso de ense\u00f1anza-aprendizaje con instrumentos evaluativos que est\u00e9n m\u00e1s acordes con las<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-2872","post","type-post","status-publish","format-standard","hentry","category-america-latina"],"publishpress_future_action":{"enabled":false,"date":"2026-07-02 09:18:41","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/posts\/2872","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/comments?post=2872"}],"version-history":[{"count":0,"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/posts\/2872\/revisions"}],"wp:attachment":[{"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/media?parent=2872"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/categories?post=2872"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hlrnet.net\/sites\/actu-es\/wp-json\/wp\/v2\/tags?post=2872"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}