Currently, teaching is at the service of education, and therefore the simple transmission of information and knowledge ceases to be a central objective of the programs.
There is a need for greater care in the training process, where student training is focused on self-learning, as a process of personal development, where the teacher is a mediator par excellence. Under this educational perspective, evaluation has also acquired a new dimension, with the need to personalize and differentiate teaching work.
In this sense, each student is a unique being, it is a developing and changing reality due to their personal and social circumstances. A modern educational model contemporary care for the individual, along with the objectives and social demands.
That is why the evaluation can be conceived as a dynamic, continuous and systematic process, focused on changes in student behaviors and performance, through which we verify the achievements acquired based on the proposed objectives. Thus, the evaluation acquires meaning to the extent that it verifies the effectiveness and enables the improvement of the teaching action.
Today, new approaches and educational paradigms in order to modernize and transform the canons of the current educational system have sought new directions in the aspects that the subject of evaluation addresses. That is why a key element of the current conception stands out: not to evaluate for evaluation, but to improve programs, the organization of tasks and the transfer to a more efficient methodological selection, where the evaluation is aimed at shaping Each student in their learning process, that is, the evaluation by the teacher, must become a mechanism that does not tend to judge and grade severely, but to warn, advise, improve, recommend the strengths and weaknesses of each one so that from there it can then advance efficiently and effectively.
Until now, the evaluation has been taken almost exclusively as a measurement of the achievement of objectives, measurement of knowledge, academic performance, in the case of students and, in the case of teachers, as a professional concept, a requirement for promotion in the teaching career, therefore its conception is more quantitative and to a certain extent reflects a domain of power of those who have the status to evaluate by submitting and intimidating the one who is evaluated.
However, it is considered that the evaluation, in the field of education, has not yet been analyzed from a pedagogical approach where the search for an anthropological vision to be based on, a teleology that guides its purposes and derives from they their methodological approach and their objective praxis. His analysis has remained on the technical aspects without making any other reflection. In other words, in these Northeastern efforts it has been made to reorient the quantitative nature of the evaluation, now transferring as a scheme of greater importance and relevance the qualitative component of the student, thus the educational evaluation is an approach with holistic prospectives.
In general, in educational systems only students are evaluated, knowledge and learning results are evaluated. Its function is almost exclusively to qualify, select, control. The evaluation of teachers is reduced to the sporadic application of some observation form that is later filed with the awareness of its low value. Educational institutions are not evaluated and therefore often do not do the teachers themselves.
Likewise, the evaluation does not have a pedagogical sense but has become an element of control and selection that is in the hands of the person who evaluates depending on their criteria, which are generally subjective. In its current state, rather than personalizing, it dehumanizes, since it tends to judge and issue criteria of value about the student that often distort the very meaning of the evaluation, for example, a teacher can place a student low grade in a test. selection, true and false, without realizing that on other occasions that same student obtained maximum marks on an analytical exam.
That is why, the modern conception of evaluation in education tries to go beyond a simple qualification in the follow-up of learning, it seeks to redirect the student when evaluating his cognitive, affective, psychomotor abilities, but above all it is an evaluation pedagogical and andragogical, that is, it is not an evaluation that is sought and placed by an empty or abstract number, but it is outlined towards the improvement of the human being in his integral educational process.
