Analysis of Inclusive Evaluation Practices of Three Preschool Education Teachers in Mexico

Authors

DOI:

https://doi.org/10.4067/S0718-73782017000100014%20

Keywords:

Preschool education, Educational evaluation, Teacher evaluation, Evaluation methods

Abstract

A key aspect of inclusive education is the process of evaluation. This article presents a qualitative research on the practices of three preschool teachers of a public Kindergarten in Mexico, in order to identify their inclusive evaluative practices. Assessment inclusive practices refers to how the evaluation process is instrumentalized, including the educator’s notions regarding the meaning of the evaluation process, instruments used, type of evidence presented, how to report the results of the evaluation, how they use the results thereof, the role of the student and the teacher and the assessment procedures. It was found that teachers have clear notions about how to apply formative inclusive assessment; however, the implementation of this approach in practice has not been an easy task, especially for the tensions imposed by the requirements of the educative authorities.

Author Biographies

Claudia Isabel Martínez Zapata, Universidad Mesoamericana

Doctorante de la Benemérita y Centenaria Escuela Normal de San Luis Potosí, Maestra en Psicología por la UASLP, Lic. en Pedagogía por la Universidad Mesoamericana, Lic. en Educación Preescolar por examen CENEVAL.

Ismael García Cedillo, Universidad Autónoma de San Luis Potosí

Profesor-Investigador de tiempo completo de la Universidad Autónoma de San Luis Potosí. Miembro del Sistema Nacional de Investigadores.

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Published

2017-05-15

How to Cite

Martínez Zapata, C. I., & García Cedillo, I. (2017). Analysis of Inclusive Evaluation Practices of Three Preschool Education Teachers in Mexico. Revista Latinoamericana De Educación Inclusiva, 11(1), 225–243. https://doi.org/10.4067/S0718-73782017000100014

Issue

Vol. 11 No. 1 (2017): Education and Identity Redefinitions: Ethnic and Sociocultural Crossroads

Section

Temática Libre

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Copyright (c) 2017 Revista Latinoamericana de Educación Inclusiva

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