El ritual de la evaluación: Posibilidad para reducir el fracaso escolar
Classrooms are places where silent phenomena unfold, often producing unforeseen effects that demand our attention. A grade, an exam, a word spoken at the right moment, or too late, can open or close a student’s path. This book explores that sensitive terrain where assessment ceases to be merely an a...
Guardat en:
| Autor principal: | |
|---|---|
| Format: | Online |
| Idioma: | espanyol |
| Publicat: |
Universidad Católica Luis Amigó
2026
|
| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/177135 |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
| Sumari: | Classrooms are places where silent phenomena unfold, often producing unforeseen effects that demand our attention. A grade, an exam, a word spoken at the right moment, or too late, can open or close a student’s path. This book explores that sensitive terrain where assessment ceases to be merely an administrative school procedure and reveals its symbolic, emotional, and social weight. Drawing on rigorous research conducted in communities in northeastern Antioquia, Abelardo Quiceno Ospina listens to the voices of teachers and students to show how certain assessment rituals shape educational trajectories, foster fears, reinforce inequalities, and, at the same time, can become opportunities for persistence, dignity, and learning.
Throughout these pages, assessment emerges as a deeply human experience imbued with meaning. It is examined through its everyday gestures, routines, visible and invisible effects, and through the memories of those who left school and later found in adult education an opportunity to return. With critical sensitivity, the book reveals the relationship between assessment and school failure, while encouraging reflection on more conscious, equitable, and context-responsive practices that resonate with students’ lived realities. In doing so, it speaks to teachers, school leaders, researchers, and educational policymakers alike. |
|---|