Evaluation of learning standards in technical high school students: the case of Playa Prieta, Manabí

Abstract

Introduction. Fundamental aspects of the curriculum and arguments about competencies, learning standards and their evaluation, serve as the basis for the transformation of evaluation in the educational context. Objective. To describe the evaluation process of the learning standards in the students of the Technical Baccalaureate of the Playa Prieta Technical College, Manabí, Ecuador, period 2020-2021. Methodology. The study had a mixed and cross-sectional approach, descriptive scope. A questionnaire was applied to teachers and students and the formative evaluation process carried out by teachers was observed. The population was made up of 9 teachers and 78 Technical Baccalaureate students from the Playa Prieta Technical College (37 from the Agricultural Production professional figure and 41 from Secretariat Management). Results. Planning of activities according to learning standards; communication of evaluation criteria of learning standards to parents and students; application of diagnostic evaluation methodologies and instruments; no adjustments are made to teaching practices based on assessment results. Conclusions. Educational evaluation is a complex and multifactorial process that must be valid and reliable and plays a fundamental role both as a component of Didactics and as a benchmark for the Curriculum. The fundamental guidelines of this evaluation object of analysis are erected in a non-eclectic way on exogenous curricular and endogenous competency pillars in a methodological continuum that makes it comprehensive and holistic.