Learning evaluation: A hermeneusis from continuing training at the UNES Guárico teaching staff

Abstract

The evaluation is conceived as expected results under reasonable criteria based on the performance of some learning activities, but since evaluating is not only measuring, in any evaluation process it is worth incorporating a contextual interpretation of the measurement in the sense that the necessary objectivity of measurement is combined with assessment based on subjectivity and intersubjectivity. That is why continuous training for teachers is required. The research had as general objective: Interpret the evaluation of learning from the competences and continuous training in the faculty of CEFO UNES Guárico. Within the same context, postmodernity, Existentialist, is oriented in a paradigm. Epistemic approach called Interpretive Postpositivist and the method used was the Hermeneutic. In relation to the means of collecting information, participant observation was used, from the data obtained from the 03 social actors, an analysis of content, categorization, structuring, contrasting, triangulation was carried out from where the final scientific product emerges. In consideration of the actors and the interpretation process, it can be said that continuous training becomes the spinal cord of the evaluation process, since it takes on total relevance by promoting a formal process in its proposal, with suitable characteristics that support teachers in the aspects that need to be strengthened, whether it is the elaboration of an evidence file that accounts for the way in which the teacher brings the educational practice to the classroom and, above all, how his students perceive and appropriate the transmitted knowledge.