Relationships Between the Pedagogical Model and Assessment
The pedagogical model proposed by the school recognizes that ways of learning and teaching have changed, and that today’s school demands new ways of relating to learning, since, as has already been pointed out, thinking and acting in the modern world involves reflecting on how human beings construct knowledge, how they generate forms of learning that allow for its appropriation, how they can use it in relation to other knowledge and other realities, what their role is in culture and in history. These relationships with learning establish different ways of acting, which basically depend on what the Gimnasio considers important to empower students. It is clear that from this model it is not the behaviors that are evaluated but the cognitive structures, the forms of social interaction, the transfers and the integrality in the formation.
In this sense, the School distances itself from how the assessment of learning has traditionally been conceived. The pedagogical work of evaluation in the Gimnasio is not so much of a quantitative nature, which seeks to standardize groups in order to regulate behavior or only verify observable conduct. Assessment is assumed from the qualitative paradigm, which emphasizes learning processes and individual student differences, not as a way to measure learning, but as the possibility of understanding the processes carried out by students in the acquisition of knowledge. In this way, models of formative and authentic assessment are recognized, in which students evaluate themselves, are evaluated by their peers and by the teacher, which implies the opportunity to learn from their difficulties and to improve the quality of their learning. The main issue of assessment is then to design tasks that are relevant and valid and that help to highlight various aspects involved in the use of students’ knowledge.
Consequently, evaluation in the Gimnasio Moderno is characterized by being continuous, comprehensive, reasoned and qualitative. It becomes a tool for systematic reflection on how knowledge is built and used, and involves all participants in the educational process. In this sense, it is not reduced only to verify how much the student has learned or how much he or she knows, but it takes into account fundamental aspects, such as how he has learned it, what those learnings are for, through which paths he or she has reached them and how he or she is going to use them. For this reason, the school sees assessment as a tool that seeks to value the comprehensive education of the student and assumes the development of the educational process as a whole.
From this perspective, the assessment of learning requires a process of planning the assessment exercise in which the results enrich the views of teachers and students on the domains of knowledge, systems of thought, what they are getting to learn, to properly adjust the assistance to be provided in each case, so that the assessment is not something foreign.
Thus, the evaluation system of the School contemplates four levels of performance. These four levels are: Recognizing, understanding, analyzing and applying.
At the recognition or recall level the student has become familiar with the new information, relating it to the knowledge he already knows.
At the level of understanding, it should be evident that the student is capable of organizing the information to achieve the integration of knowledge in different situations.
At the level of transfer, the use of knowledge must be evidenced significantly. Transfer is based on the student’s ability to apply his knowledge in different contexts. The student is able to gather the information, generalize it and solve any kind of problem.
With these levels, improvement in the evaluation mechanisms is required and the aim is to establish not how much the student does not know, but what he knows, how he knows it, when he can activate it, in what contexts he effectively uses it and what difficulties he finds in doing so. This way, assessment becomes an articulated sequence of joint activities between teacher and student. These actions have a representation and an equivalence in the Institutional Student’s Institutional Promotion and Assessment System attached to this document.
As a consequence of these relationships between pedagogical model, teaching strategies – learning – evaluation, can be synthesized in these key ideas :How do we learn in the Gimnasio? We learn best when what we study is related to our life, our context, our problems and interests. We learn through example. We learn by asking. We learn by doing. We learn from experience. We learn by reflecting. We learn by discussing with others. We learn when we apply knowledge in a project. We learn by solving problems. We learn from our mistakes. We learn when we have context about what we study. We learn by working as a team. We learn when we relate the areas of knowledge. We learn by playing around because the environment educates more than discourse: a democratic environment educates more than hours of theoretical classes about democracy. The pedagogical model of the Gimnasio Moderno is assumed, above all, as an articulated system that interrelates its actors and proposes a particular way of conceiving educational practice taking into account what kind of human being one wants to educate.
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