Resumen

PULIDO, Jesús Eduardo. The paradox of the process of evaluation of graduate students at Universidad Pedagógica Experimental Libertador. Case: Instituto de mejoramiento profesional del Magisterio. Investigación y Postgrado [online]. 2007, vol.22, n.2, pp.87-114. ISSN 2244-7474.

The purpose of this work was to detect the existing paradox between the evaluation theory and the practice of the process of learnings assessment of students in the Master’s Program in Educational Management at UPEL-IMPM. The study was developed with 14 students of the 2005-2006 B class, average age 42, 50% with a teacher degree and 50% with BA degrees. The information was collected by means of the interview technique, e-mail and the revision of grade records, evaluation plans and final reports presented by tutors at the end of the semester. The data were analyzed through a percentage relative frequency and the networks provided by Atlas.ti, 4.1 version. The results allow to foreground some paradoxes, among other: a) even though the norms on graduate level evaluation suggest the student’s knowledge of what, how and when to evaluate, the participants had a low level of information regarding scopes of the evaluation process that rules graduate studies; b) even though in absolute base evaluation the student’s outcome is compared to the minimum criterion of achievement, the 1-10 conversion scale of student’s cumulative valoration misrepresents his/her efforts with regards to his/her fellows.

Palabras clave : paradox; learnings evaluation; grade scale; scale conversion.