Significación imaginaria social sobre evaluación en el aula en niños de grado séptimo en la IED. José Hugo Enciso de Anolaima como fundamento para el mejoramiento de las practicas pedagógicas desarrolladas por los docentes

Abstract

This project seeks to understand how seventh-grade students view and feel about assessment processes in school. To achieve this, a qualitative approach and a case study were used, gathering information through interviews, surveys, focus groups, and review of specialized texts. These tools made it possible to gain insight into students' perceptions of assessment. The results reveal something interesting: students' understanding of assessment does not always coincide with the school's official view or that of most teachers. This difference in perspective often causes tension and arouses negative emotions toward assessment practices. These findings invite reflection on the importance of listening to students' voices. Recognizing their perceptions can open the door to a healthier and more productive school environment. Therefore, it is proposed that teachers incorporate strategies that help build a clearer and more positive image of assessment, such as ongoing feedback and formative assessment practices. In this way, the ideas and feelings that currently generate resistance could be transformed into experiences that foster learning