Vol. 23 No. 65 (2023): EVALUATION TO IMPROVE LEARNING OUTCOMES

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" de las Villas, certified by the Ministry of Science, Technology and Environment (CITMA) and indexed in: DOAJ, CLASE, LATINDEX, REDIB, among others, has the pleasure of presenting to its readers and collaborators the monographic number 65 corresponding to the May-August 2023 period, 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, learning assessment is a pending issue and that many 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 make it up.
A new vision of assessment should consider it as a guided communication process integrated into the classroom instructional sequence, which allows obtaining qualitative data (through 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 their improvement. This conception, therefore, should influence learning with continuous monitoring of students, in a way that highlights progress and difficulties, points out positive expectations, 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 teaching improvement.
Precisely, this number offers in its MONOGRAPHIC section, various contributions that address the subject, as a result of research, innovations and advanced pedagogical experiences. Likewise, this issue has other articles in its RESEARCH IN EDUCATION section, which are unrelated to the theme of the monograph and derive from the results of scientific work in the area of Pedagogical Sciences.