ASSESSMENT TO IMPROVE LEARNING OUTCOMES

VARELA JOURNAL ANNOUNCES ITS ISSUE 65

The Varela Journal (http://revistavarela.uclv.edu.cu), a publication with a pedagogical profile, managed by the Faculty of Early Childhood Education of the Central University "Marta Abreu" of Las Villas, certified by the Ministry of Science, Technology and Environment (CITMA) and indexed in: DOAJ, CLASE, LATINDEX, REDIB, among others, is pleased to remind its readers and collaborators that the call is open (until January 30, 2023) to participate in the monographic number 65 corresponding to the May-August 2023 stage, which will deal with the topic:

ASSESSMENT TO IMPROVE LEARNING OUTCOMES

The world in which we live, characterized by the rapidity of its changes and the intensity of its interconnection and interdependence, poses new challenges and offers new opportunities for the search for sustainable social and human development. In these processes, learning occupies a central place, since it implies the effective acquisition of basic and transferable skills both for the world of work, and for personal, civic and social life. This last issue has repercussions in areas that are decisive for improving learning processes and their results, among which learning assessment stands out.

However, it is widely recognized that, in school practice, the assessment of learning is a pending issue and that numerous curricular innovations end up emptying out because they are not accompanied by similar innovations in assessment. Hence, the need to overcome the traditional treatment of said component, which identifies it only with the rating, ignoring the other elements that comprise it.

A new vision of evaluation must consider it as a communication process guided and integrated into the instructional sequence of the classroom, which allows qualitative data to be obtained (through the observation of activities, individual or group dialogues and samples of student work), to achieve an estimate of the achievements of each student and a provisional indication with proposals for improvement. This conception, therefore, must affect learning with the continuous monitoring of students, in a way that highlights progress and difficulties, points out positive expectations, and favors self-regulation and inter-regulation of students; These aspects will favor the formative function of evaluation and its role as a permanent instrument for improving teaching.

From this new perspective, learning assessment can address the needs of various actors, from students and their families to teachers and school administrators, through policy and decision makers, donors and society as a whole; Likewise, it also provides information on the processes and contexts that make learning possible, and on those that can hinder it. Precisely, this number offers in its MONOGRAPHIC section the possibility to present contributions that address research, innovations and experiences applied in educational practice in relation to the aforementioned aspects.

We remind you that in this new stage of development of the journal, the RESEARCH IN EDUCATION section is added to its monographic section; This section will contain works that are unrelated to the subject of the monograph and it is a possibility that is offered to authors to publish articles derived from educational research, hence, in its content the essential elements of the process (theoretical framework, methodology, results and discussion), as well as must comply with the structure regulated by the journal for this type of article.

Editorial group Varela Journal