Evaluation of learning in the context of the Basic Education Reform. Case study in Telesecundary school.

Abstract

The evaluation process implemented by teachers of a telesecundary school was addressed, based on the question: how is the evaluation process implemented by teachers of a telesecundary school in the State of Mexico within the context of the Basic Education Reform? The methodology was qualitative through ethnographic research and the techniques of participant observation, in-depth teacher interviews, open questionnaire to students and documentary analysis. The results express little articulation of the evaluation instruments with the expected learning, and the evaluative tasks implemented demanded a low cognitive demand of the students.