Pruebas estandarizadas Saber y evaluaciones aula: ¿relaciones de proximidad o distanciamiento? Área de Ciencias Sociales.

Abstract

This article specifies the interest in the standardized tests that emerged since the end of the 19th century, initially, as individual intelligence tests and, later, transformed into massive tests external to the classroom, of international (pisa) and national (Saber) character, to measure the performance of students’ learning. This article investigates the relationship between the Saber tests and the experiences of teachers in the area of Social Sciences in three educational institutions. Theoretical perspectives approach with a critical look at educational policies in the evaluation and their role on educational systems, while the policies of standardization and quality of education, as Remolina (2019) points out in his comparative study of evaluative systems, exert influences through a technical system with purposes of economic achievement, both in Colombia and Brazil. From a quantitative research approach on Saber standardized tests and assessment for classroom tests, the study contemplated the realization of workshops for the recognition of knowledge, experiences, and knowledge of teachers, whose information was systematized through the description to give meaning to the facts observed, the interpretation that justifies what is described and a value judgment that leads to the understanding of the experiences described. The call is to shorten distances between ICFES, responsible for elaborating the Saber tests, and the teachers of the area to measure formative assessment practices, a social event of interactive construction is given cultural conditions, without ignoring the value of the diagnoses on skills in Social Sciences provided by the Saber tests.