Aproximación a un modelo de evaluación desde la perspectiva de la creatividad

Abstract

In Colombia, the evaluation models are repetitive and obsolete for a student population in increasing contact with the world and the ability to learn for themselves. In the Colombian educational context, traditional evaluation tools are presented, such as written exams that may well include different types of questions such as multiple-choice questions with single or multiple answers, as well as open-ended questions, which do not take into account the importance of holistic knowledge and its integration with reality. The foregoing does not allow the evaluation of the student's competence in the educational objectives related to the high level of thinking and make sense of the formation and integral evaluation, given by the high interference of the teaching perspective in the conception and solution of the traditional evaluation methods. Given the above aspects, there is essentially the need to generate more comprehensive evaluation practices and training approaches, since, the evaluation seen as a repressive element generates high rates of school failure and dropout