Hegemonic logics of evaluation: tensions and contradictions in educational assessment
DOI:
https://doi.org/10.24310/mar.5.2.2024.19246Keywords:
classroom assessment, standardized testing, assessment and reproduction inequality, teaching and evaluation, democratic assessmentAbstract
This article, written as an essay, seeks to contribute to the reflection on the discourses and practices of evaluation that support the hegemonic meritocratic thinking on education, reinforcing the conservative function of social and cultural reproduction (Bourdieu and Passeron, 1967). A reflection on evaluation in teaching is proposed, in a scenario in which the school seems to be stuck in fruitless debates without advancing in the construction of a critical thinking that enables or promotes an analytical view that problematizes the voracious and uncritical consumption of information that comes mainly from social networks and mass media. It also analyses the resistance, tensions and contradictions that coexist with the ideas and actions proposed from a pedagogical approach to evaluation as an evaluative and reflective, democratic practice, whose meaning and functionality is inseparable from teaching. As a contribution to deepen the subject, it is described and analysed an experience of mass evaluation in the Province of Buenos Aires, which is positioned as a teaching policy and challenges the hegemonic logic of standardised tests.
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