Procesos evaluativos para ritmos y estilos de aprendizaje diversos en primaria

Abstract

The evaluation is a tool that regulates the work in the classroom, allows to show strengths, qualities, motivations and weaknesses of the students individually during their stay in the school, where the teacher from his pedagogical practice makes use of various strategies that help Strengthen this teaching-learning process, without considering in all cases evaluation as one more activity in the classroom, but as an integrative process that generates from the reflection of experiences training opportunities. Therefore, this research work aims to identify in a third grade teacher of primary school, the evaluation processes of the Agustín Nieto Caballero Educational Institution, Marino Rengifo Salcedo headquarters, in the recognition of diverse rhythms and learning styles. To carry out the research, the qualitative approach, type of case study, is taken into account as a methodological approach to analyze the data recorded with the instruments: interview with a primary school teacher, class observation; and the documentary review of the institutional educational project (PEI). The findings of this study reveal that the institution within its institutional policies provides its educational services to children and young people who are included, to whom in their evaluation system there are no clear criteria for their attention, so the teacher must seek in their pedagogical work, welcoming these students, even if they do not have knowledge, it is a challenge for them where the evaluation must be according to the needs, interests, motivations, rhythms and learning styles