Theoretical relationships underpinning the assessment in biology teacher education

Abstract

The evaluation of learning as a complex process demands further deepening in its theory and in the direct relationship with the other didactic components. Biological content, on the other hand, presents its own characteristics that assign it a holistic approach that requires to be taught and evaluated from this condition. The objective of this work is to describe the main theoretical references that support the relationship between learning assessment and biological content in the teaching-learning process of Biology Didactics in Higher Education. Theoretical systematization is used as a fundamental method to deepen the relationship between biological content and learning assessment, the result of which is the integrative nature of assessment. Therefore, from this position, it is aimed at an evaluation for the improvement of teaching and learning based on the requirements of current training models. The study contributed aspects that allowed conceptualizing the integrative evaluation of biological content for its better understanding and implementation in the teaching-learning process in Higher Education.