One of the consequences of the social impact of the evaluation is the decision to promote the students from one year to the next or at the end of the degree.
This decision is the result of a process that must be incorporated in an integrated way. Therefore, it is necessary to have an adequate design of the evaluation system:
Designing a system of actions to assess the knowledge, skills and attitudes acquired during a certain period of time by students requires in-depth work on the part of the teachers' collective. In the design, the following methodological guidelines should be followed, on whose application the greater effectiveness of the instruments will depend. In this sense, with this work we propose to expose some elements to take into account based on the evaluation and promotion of the students.
Aspects to take into account based on the evaluation and promotion of students:
1- Determination of the objectives to be evaluated. It corresponds to start from the objectives of the subjects in the case of the inter-semester control works and tests and the general ones of the subject in the case of the final exam. In the case of no definition for the objectives or lack of precision of these, the collective of teachers must assume the task of defining it.
The planning and organization of the evaluation will begin in the analysis that teachers make of the objectives of the topics, the role of each topic within the subject, which are the most important or fundamental; those of more difficult assimilation or that constitute necessary requirements for the subsequent study, for their practical use. The objectives corresponding to the topics must be verified throughout the planned learning process; Even the same objective can be verified through various activities, which will make the control results more reliable. The adequate derivation of the objectives constitutes, therefore, a fundamental element for the correct determination of the evaluation system of each subject. Assessment is closely related to the entire system of objectives,constituting itself a system.
Castro Pimienta (1999; 58) “… it is convenient to proceed to the methodological structural analysis of the program; In this sense, the links between the topics and their manifestations in the different areas of professional practice are specified. This procedure allows reaching the relationships between the object and objectives, as well as raising motivation and shaping teaching and work self-awareness in relation to each subject ”.
The described procedure allows the teacher to structure blocks of content with their objectives in a hierarchical way due to their place in the knowledge system and degree of generality.
Without renouncing the dynamics that are established among the components of the educational teaching process, the objectives have an important function in the organization of this by structuring it from the simplest to the most complex, from the primary to the most elaborate, from the lowest to the the highest in specialist training. This peculiarity of the objectives is specified by the features that characterize it: the degree of generality, the level of cognitive independence and the level of depth.
We can observe the level of generality of the objectives expressed in the following diagram taken from Labarrere Reyes and Valdivia Pairol (2001: 125)
| goals | Documents that collect it | Types of evaluation |
| General of the graduate | General Physician Model | Completion Exam. |
| Generals of the subject | Assignment program | Final exam |
| Individuals of the topic | Part of the referring program | Partial Test |
| Specific | Class plan | Frequent check |
2 - Accuracy of the contents to take into account. Once the objectives to be evaluated have been defined, it is specified by what contents they will be achieved, manifesting the objective-content relationship.
3 - Writing the questions. The preparation of the questions begins by determining what type of questions should be applied. The correct wording of the questions requires taking into account the level of assimilation that is intended to be verified, whether they are reproduction, application or creation. In this regard, care should be taken to avoid questionnaires where reproductive questions predominate.
Reason why it is necessary to address the levels of assimilation of knowledge where the teacher has the function of checking the degree of conscious assimilation of the knowledge, skills and attitudes of their students to apply them to similar situations or new situations, so It is as necessary to remember and understand facts and concepts as to make generalizations of content or coherently integrate these. These products of the cognition process are a system from which the student must appropriate.
In this process we can consider four levels:
A. The level of familiarization makes it easier for the subject to differentiate certain objects and show formal knowledge of it. The student has a notion of content, although he cannot reproduce it or use it, he is not capable of solving any type of problem.
B. The reproductive or the knowledge (understanding) the student has the knowledge of the object of study through the processes of perception, memory, thought and language, the student can explain the phenomenon in its essential aspects, that is, it knows the content and is capable of repeating it. At this level, the student's evaluation passes through activities such as: describing, narrating, explaining, recognizing, identifying, defining, reproducing an algorithm. This reproduction can be with or without a model, depending on the levels of independence reached by the students and may require the restructuring of different levels of aid.
C. The application level the student transfers the acquired knowledge to the solution of certain types of situations, this level supposes that the student makes comparisons, evaluations, classifications, applies the theory to the solution of concrete facts, establishes cause-effect relationships. You are prepared to know how to use and resolve new situations for which you have all the resources.
D. The level of creation involves not only the application of the previous levels, but the creative imagination in actions such as: identifying problems or analyzing it from another perspective, solving a problem situation independently, creatively applying the knowledge acquired, combining techniques and methods in treating a problem, proposing new solutions for a problem. Face and solve new situations for which you do not have all the elements.
4 - Writing the keys. It presupposes setting the evaluation criteria by the teachers on the extent to which the student has given a complete answer and, in this case, the elements whose verification can give the teacher a precise criterion of the level of knowledge that the student really possesses. The elaboration of the exam questionnaires and the passwords requires time and dedication. The keys do not have to refer to all the possible features to explain, nor to all the requirements in the explanation of a certain question, but to only one of them and clarify that all the answers that refer to the other features are accepted as valid. studied. In the case of questions that require examples, evaluations and other forms of application,it has to collect what should be reflected and indicate the value that will be given to the creative aspect. Express what is required so that the answers deserve the corresponding categories, that is, excellent, very good, good, fair and poor.
Conclusions
The determination of the objectives to evaluate the precision of the contents to take into account and the writing of the questions are essential aspects in the evaluation and promotion of the students.
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