PDF (Español (España))
FLIP
EPUB (Español (España))
HTML (Español (España))
The content of the publications and the links suggested in them are the sole responsibility of the authors and not of the METROPOLITAN UNIVERSITY OF EDUCATION, SCIENCE AND TECHNOLOGY (UMECIT) or DIALOGUS magazine. They are protected by international copyright laws as well as the UMECIT and DIALOGUS logos, hence their reproduction is totally prohibited.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors maintain the copyright and transfer the right of the first publication to the journal, with the article registered with Creative Commons Attribution-NonCommercial-NoDerivatives License, which allow others They can download the works published in this magazine and share them with other people, as long as their authorship is recognized, but they cannot be changed in any way nor can they be used commercially.
Authors are recommended to include their work in social networks such as Researchgate and institutional repositories once the article or visible fact has been published on the journal page, without forgetting to include the digital document identifier and the name of the journal.
Abstract
This article tracks, analyzes and the respective triangulation of references related to the culture of self-evaluation, from a globalized vision, but at the same time specific to the field of education, highlighting its main characteristics, principles and specific, in addition to certain elements to have in mind for its strengthening. Among the references cited are Peña, Almuiñas and Galarza (2018), who sometimes the success of the institutions to the permanent improvement of the processes they implement, and point out two fines of self-evaluation: continuous, systematic and permanent improvement, and accreditation ; in the line of educational quality, as a transcendental element in the educational process and therefore in the self-evaluation is Gómez Yepes (2004), who in turn takes up elements proposed by the OECD, livelihoods shared with Valencia (2017); Segura Castillo (2017) suggests that evaluation is an activity inherent to the human being, and proposes 6 principles of it to justify self-evaluation; Valdés, Alfonso, Remedios and Echemendía (2015) defined self-assessment as a complex process that involves reflection and value analysis. It is expected to make a triangulation between the core aspects proposed by each author from the intersection of their theoretical-conceptual perspectives for the reflection and prospecting of the educational reality around a culture of self-evaluation, based on the above, the curriculum is visualized as a construction social with democratic participation of all the actors that are in the contexts that interact with the institutions and somehow intervene in the process.
Keywords:
References
Gómez Yepes, R. L. (2004). Calidad educativa: más que resultados en pruebas estandarizadas. Educación y Pedagogía, 75-89.
Segura Castillo, M. A. (2017). La autoevaluación: una mirada hacia adentro y hacia afuera del centro educativo. Gestión de la Educación, 1-12.
Valdés Rojas, M. B., Alfonso Nazco, M., Remedios González, J. M., & Echemendía Arce, D. M. (2015). El proceso de autoevaluación en las instituciones universitarias pedagógicas: Una estrategia para su mejora. Gaceta Médica Espirituana.
Valencia Valencia, J. A. (2017). La calidad como producto de la autoevaluación de la pertinencia curricular. Oratores, 44-56.
