Transition of evaluation: from the quantitative to the qualitative in high school

Abstract

The teacher is the figure in the academic field that can and should modify the classic structures within the evaluation process, it is essential not to consider the exam as the instrument of greatest preponderance and, on the contrary, consider that the evaluation process is an exercise of complex reflection, where it is necessary to converge all those situations in which the student demonstrates his abilities and aptitudes. In the present work, data was obtained from the considerations that three groups of high school students give feedback to the teacher in order to seek recommendations for the direct future to put into practice aspects that the student himself requires to achieve a more objective evaluation.