Evaluación Dialogante: fundamentos para un enfoque innovador en Educación Superior

Journal article | Zeitschriftenartikel

Putting forward an epistemological proposal that makes sense of the senses referred by the teachers themselves as for teachers’ assessment, leads us, according to the results of the present study, to the dialog as an option for teachers’ performance assessment because this makes the meeting between the teacher and the student easy. It is a space for the word, reflection, democracy, ethics, the pedagogic construction, and the construction of senses and meanings. This proposal of dialogical assessment is based on empirical, theoretical, pedagogic, epistemological, ontological, and ethical foundations of dialogical assessment.

Object Details

• Alternative title: Dialogical Assessment: Foundations for an Innovative Approach in Higher Education
• ISSN: 1657-8031
• Extent: Seite(n): 265-280
• Language: Spanisch
• Notes: Status: Postprint; begutachtet (peer reviewed)

References and Relationships

• Bibliographic citation: Revista El Agora USB, 17(1)

Classification and Topics

• Subject: Bildung und Erziehung ; Lehrende, Erziehende, Lernende

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Rojas-Fajardo, Aida Josefina
• Event: Veröffentlichung
• (when): 2017

Further information

• DOI: https://doi.org/10.21500/16578031.2824
• URN: urn:nbn:de:0168-ssoar-53839-9
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:26 PM CEST