EPISTEMIC PROPOSAL FOR THE CONTEXTUALIZED FORMATIVE EVALUATION OF TEACHERS OF HIGHER EDUCATION IN ECUADOR
Keywords:
culture of improvement; formative assessment; contextualized formative assessment.Abstract
This research aims to expose the theoretical foundations that underpin the management model of the contextualized formative evaluation process in Higher Education teachers. The methods used are: analysis - synthesis: it is used to analyze the main theoretical assumptions underlying the proposal; establishing generalizations that articulate theoretical references; It also makes it possible to analyze the results. Systemic - structural - functional: for the elaboration of the theoretical-methodological proposals. Documentary review: for theoretical precision in bibliographic sources. The referent theory is: Holistic Configurational Theory of Sources, H. (2009). This conception is used primarily because, from its postulates, the new way of analyzing the process of contextualized formative evaluation of Higher Education professionals can be interpreted. The main results are: the epistemic contribution of contextualized formative evaluation and the theoretical contribution of the management model of the contextualized formative evaluation process of Higher Education teachers. The conclusion is given that the theoretical contributions of contextualized formative evaluation is the complex consecutiveness through which the process of contextualized formative evaluation of Higher Education teachers goes through, from which essential qualities emerge that connote the uniqueness of the model of management of the contextualized formative evaluation process.
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Copyright (c) 2020 Kléver Hernán García Gallegos , Silvia Maribel Sarmiento Berrezueta , María Julia Rodríguez Saif
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