Abstract

GONZALEZ, María; HERNANDEZ, Ana Ismenia  and  HERNANDEZ, Ana Isabel. El constructivismo en la evaluación de los aprendizajes del álgebra lineal. Educere [online]. 2007, vol.11, n.36, pp.123-135. ISSN 1316-4910.

When evaluation is constructivist the student participates in the decisions of the teaching-learning process, committing through learning, self-evaluating and evaluating classmates and the process itself. The teacher facilitates the student’s learning, promoting participation and contributing to a comprehensive development, stating that evaluation is continuous, complete and with feedback. The objective was to determine the proximity of the evaluation that is used in learning linear algebra in the Maths Department in the Faculty of Engineering in LUZ (Universidad del Zulia), to the constructivist vision. The research methodology was qualitative. Two questionnaires were formulated. It was found that students who have a leading role, who are autonomous but not critical, and teachers who ease learning, have values, promote participation and the psycho-afective development of their students. The evaluation that these teachers apply is comprehensive and has feedback, but it is not continuous, they do not use diagnostic, formative and summary evaluation and the informal, semi-informal and formal evaluation techniques from the constructivist perspective. It was found that teachers and students have constructivist characteristics, but the evaluation that they execute pulls them away from the principles of this movement

Keywords : Constructivism; constructivist evaluation; elements of constructivist evaluation; constructivist evaluation in learning linear algebra.

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