So, how to evaluate these learnings in a room that is designed to reproduce information? The answer is known by everyone. Just remember to Gardner when he says that the paper and pencil test reproduces the signs of a culture that has Westernized the brain in the mechanics of retrieving information that is stored in memory and then display it in different ways by way of classification, synthesis, exposure, and the best, evaluation and epistemological arguments. The search for ways to meet our students can create or take advantage of existing scenarios to set the curriculum has been decided to implement from the needs identified by a particular educational community. The completion of the curriculum is more relevant to the exercise of a judicious assessment, which should make decisions of what, how, how and what to teach. Resolved that, the evaluation becomes more friendly and close, as it is the result of shared commitments. This progress, since the essence of teaching do here make sense external backups, which rather than suppliers, must be the guarantors of quality processes. In this logic, the teacher will come to their “classroom” with security, backed by a shared philosophy and sufficiently operationalized to act accordingly, without the anxiety of checking the force of resistance that has taught their students.
Rather, it focuses on their learning. The evaluation is assumed to curricular decisions, with clear profiles and collective assurance engagements. The calm that now allows it occurs beyond the classroom, even staying in the same classroom, now with a look of reaching. Evaluate to improve learning from the same learning. Culture forced to implement what until now has remained in the speech, because teachers are tired speeches, statements of good intentions and that they suffer some sloganitis the extent that institutional culture is transformed by the secondment of our commitments, it is able to implement to build from the everyday, be able to be placed, installed at different angles to see what students converse at recess, at lunch, the after school, around the corner, how to solve problems of everyday life and seeks means to achieve his goal … and one of those, motivated by something, it asks the teacher to help you with a tool to better manage a trip to the lake with their neighbors and friends asked to guide him to paint the surface of your home with an accurate calculation of paint. The 14-year-old may not get pregnant because they really learn to apply the biology of the human body. When the student is clear about its purpose simply and not just the states, also works for them.
When the student goes to the micro and reviews the linear equations to know that their parts can help you understand a problem you can solve for different variables to arrive at the solution and that this type of reasoning can solve the world. And what about poetry, you can allow others to understand the universe, for example to not attack their peers or in the future, so as not to violate his own family.