Resumo

FIGUEROA ROJAS, Raquel Eloisa. Educational evaluation in the teaching of natural sciences, framed in venezuelan universities. Saber [online]. 2015, vol.27, n.2, pp.310-323. ISSN 1315-0162.

This study describes the different points of view of teachers from Venezuelan universities in the field of natural sciences about educational evaluation. In this regard, the study used the phenomenological method. The sample evaluated was composed of four teachers intentionally selected from three national universities: Universidad de Oriente, Universidad de Los Andes and Universidad Simon Bolivar. An in-depth interview was applied as a technique for data collection. Further analysis of the information was developed through a categorization process proposed by Valles (1999) and Strauss and Corbin (2002). The categories obtained were: evaluation as a repressive act, the best teacher is that who most deferred students, lack of creativity and innovation in evaluation, promotion of mechanization and memorization, and assessment methods. The position of the interviewed teachers shows a trend towards a summative evaluation under a repressive concept, which promotes the memorization, leaving aside the formative aspect of the evaluation process. Furthermore, a lack of creativity and innovation in the evaluation were observed, emphasized by the use traditional assessment methods focused on the qualification or grade, denoting a stereotype in the teachers based on the number of students who fail the tests. This highlights the need to address new concepts in the evaluation of natural sciences, focused on processes and not only in the results, that also consider emotions, expectations, believes, intuitions that occur in the educational fact.

Palavras-chave : University teachers; evaluation of learning; stereotypes in the evaluation; traditional methods.

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