Educational evaluation is a continuous, systematic process that should encourage teaching reflection on what their students have achieved, what is in process and what still needs to be worked with, must be considered as an intrinsic part of the teaching-learning process with a view to the improvement of both processes and not as a punitive instrument towards children or parents; but as a cyclical process that together with the planning allows the continuous and sustained improvement of the teaching practice.
The Preschool Education Program 2011 mentions the characteristics of the level evaluation: it must be qualitative, focused on identifying progress and difficulties, although the latter are not recorded in the evaluation report, it is necessary for the teacher to observe, reflect, identify and systematize the information about their forms of intervention, in the way they establish relationships with the principal, their fellow teachers, and with families. The aspects to be evaluated, moments and objectives of the evaluation are also mentioned.
At the preschool level the evaluation is qualitative, in the evaluation report only achievements are recorded, not difficulties of the students this is an advantage since the parameter is the student himself but on the other hand it does not provide valuable information for the parent, because when seeing only positive or poorly descriptive phrases, it considers that it is not important and it is equally important at the level, since unfortunately the vast majority of the population is concerned that their children “do not fail” and as they do not exist This possibility in preschool does not give it the importance that it should have when laying the foundation for the present and future education of their children.
On the part of the teachers, not everything is honey on flakes either, since being only a short phrase that is recorded by many teachers they do it without reflection, attending to arbitrary and subjective criteria.
In order to objectively verify the progress of the students it is necessary to have evidence of it, in the case of direct observation there are elements that allow objectifying the behaviors of the students such as photographs, videos, portfolio of evidence, among others.
Essay prepared by Mónica Elizabeth Marín Jiménez, student of the Master in Basic Education at the National Pedagogical University Unit 241.
BIBLIOGRAPHY:
Preschool Education Program 2011, SEP, Mexico.
