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[Evaluation: a theoretical-practical approach].

E D Krahe, L M Fensterseifer, M I Ghezzi

    Revista Gaucha De Enfermagem
    |January 1, 1990
    PubMed
    Summary
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    This study analyzed teaching evaluation methods used by teachers. It found that while Evaluation and Mastery, Evaluation and Prognosis, and Evaluation and Transfer tendencies exist, none are exclusively used by educators.

    Area of Science:

    • Educational Psychology
    • Pedagogical Assessment

    Context:

    • Focuses on the evaluation of the teaching-learning process in higher education.
    • Examines the practices of 2nd and 3rd-degree teachers.

    Purpose:

    • To conduct a theoretical review and analysis of teaching evaluation.
    • To compare bibliographical tendencies in evaluation with teachers' practical experiences.

    Summary:

    • Reviews three key evaluation tendencies: Evaluation and Mastery, Evaluation and Prognosis, and Evaluation and Transfer.
    • Compares theoretical frameworks with qualitative data from interviewed teachers.
    • Identifies the presence of all three tendencies in teacher discourse, with no single tendency dominating.

    Impact:

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  • Provides insights into the multifaceted nature of teaching evaluation in practice.
  • Highlights the integration of diverse evaluation approaches by educators.
  • Informs pedagogical training and professional development for teachers.