Decentralizing the assessment practice for student self-learning

Muñoz, Daniel Ríos; Araya, David Herrera

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Sumário

SECTION: ARTICLES • Educ. Pesqui. 46 • 2020 • https://doi.org/10.1590/S1678-4634202046219544 copy

Decentralizing the assessment practice for student self-learning^* * Traslated by Verónica Yañez, all responsability by authors and the tradutor.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article aims to analyze assessment decentralization as a democratizing process driven towards strengthening student participation and learning. We have selected specialized literature from an interpretative perspective, considering the role of assessment agents, self-regulation of learning and assessment decentralization as review criteria. The central argument sustains that assessment decentralization consolidates reflexive, critical and self-critical practices associated with the learning processes. We conclude that consolidating self-assessment, co-assessment and peer assessment are fundamental in order to constitute evaluation as a space for negotiating meanings and inter-subjectivities that contribute in creating a culture of assessment that focuses on the progress of meaningful learning and the development of more self-aware students.

Assessment decentralization; Self-regulation of learning; Assessment agents; Assessment modalities

Assessment modalities	Agents	Possibilities for greater student participation
Self-assessment	Self-assessment by the subject in an initial, intermediate or final process of a goal or objective.	It enables promoting the principals of reflexivity, self-criticism, autonomy and self-regulation of learning from a comprehensive perspective. Most of all it is a way to flexibilize classroom boundaries to generate spaces for personal or collective dialog on the formation of subjects on a democratic and participative foundation.
Co-assessment	It incorporates process of shared assessment and dialog, mainly among students, either in individual or collective/group activities, based on individual or intragroup contributions It also contemplates hetero-evaluation and interaction with the teacher to share and dialog about performance and actions carried out.	It favors decision-making processes, co-responsibility and, above all, work associated with practices of coexistence, conflict resolution and dialog from a democratic perspective. Not only does it strengthen the incorporation of transversal and comprehensive teaching-learning processes, but it also allows for deeper exchange of meanings, senses and co-construction of knowledge from a socio-critical and dynamic perspective that includes students and teachers.
Peer Assessment	It focuses on evaluative interactions between subjects participating in a learning action, task or activity, mainly among the students themselves, who value their contributions to the achievement of goals from a hetero-evaluative position.	It consolidates higher levels of autonomy, self-regulation and practices of coexistence, problem-solving, dialog and co-responsibility over the educational process. This is because, from the principals of equity it incorporates the role of the subjects - students- to value the articulation and development of their learning.

Usefulness for the student

Usefulness for the teacher

To have an estimate of their own progress, at the beginning, in the process or at the end, for decision-making.
To generate an attitude of self-assessment and co-assessment that fosters their learning on a permanent basis.
To become aware of the importance of their personal interest and commitment in the construction of their learning.
To learn to identify the internal and external factors that act as facilitators of their learning.
To make progress in the construction of critical and self-critical practices in order to strengthen the self-regulation, responsibility and self/collective justice in the act of evaluation.

To reflect on the causes that may have motivated deficiencies in the achievement of proposed goals, making decisions to improve deficient or problematic learning processes.
To obtain evidence of the teaching-learning process through valuation, discussion and exchanges in learning in the act of evaluation.
To generate a permanent attitude of self-assessment and co-assessment with their students, which enables constant improvement of their teaching practice.
To consolidate spaces for reflection and self-reflection motivated by the principles of self-regulation, responsibility and evaluative justice in a context of transposition or co-construction of authority.

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

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[1] Daniel Ríos Muñoz holds a doctoral degree in Educational Sciences. Professor of Chemistry and Biology. Professor of Educational Evaluation and Innovation at the Department of Education and Director of the Master’s Program of Education at Universidad de Santiago de Chile.

David Herrera Araya is a PhD student in Education at Universidad Diego Portales/Universidad Alberto Hurtado and holds a Master’s degree in History and Education. Professor of History and Social Sciences. Professor of Educational Evaluation at the Department of Education, Universidad de Santiago de Chile.

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Decentralizing the assessment practice for student self-learning* * Traslated by Verónica Yañez, all responsability by authors and the tradutor.

Abstract

Decentralizing the assessment practice for student self-learning^* * Traslated by Verónica Yañez, all responsability by authors and the tradutor.