Types of educational evaluations applied to History students, URACCAN, Nueva Guinea

Abstract

The study was conducted in Nueva Guinea municipality with the purpose of obtaining a holistic view of the evaluative reality that the teaching staff applies to the teaching process in the History Major. The study population was 29 students and 2 teachers. The Types of educational evaluations applied in Education Sciences with mention in History bimonthly shift, URACCAN, Nueva Guinea Campus, RAAS, first semester 2008, has a qualitative ethnographic approach and focused its interest in knowing the different forms of evaluation that were applied in the teaching-learning process. The units of analysis were the students, the teachers, and the documentary sources (syllabus, study programs and lesson plans). The instruments for gathering information were based on direct observation in the classroom, the interview with the teachers and a focus group with the students. The most relevant conclusions regarding the types of evaluations used in the teaching-learning process showed that written exams are still applied as a specific form of evaluation of teaching. Teachers build with the learners the evaluation methodology, thus achieving that students are also an active part of the teaching-learning process.