Resumo

MELLA, Luciano. Learning evaluation, a study at oriente university. Educere [online]. 2009, vol.13, n.44, pp.147-157. ISSN 1316-4910.

The aim of this research was to determine the theoretical-epistemological conception assumed by the teaching staff at the Integral Education Career at Sucre’s Branch, Carupano Extension, the evaluation of knowledge in the classes they teach, having Sandin’s (2003) theoretical perspectives as a support: positivism, interpretationism and critical theory. To these effects, a descriptive research with a non-experimental design, transectional descriptive over a population of 44 teachers, whom were applied a Lickert-type format instrument, which reliability index was located at 0.86. A comparison between the scores obtained among the 3 epistemological dimensions allowed affirming that the most notorious preferences were obtained by the interpretationist dimension, followed by positivism and last critical theory, without affirming clear positions towards the different forms learning evaluation can adopt.

Palavras-chave : theoretical-epistemological conception; learning evaluation; theoretical perspectives.

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