Tensiones entre una evaluación centrada en los resultados a una evaluación autentica de los aprendizajes

This paper addresses the issue of learning assessment as a stress facing teachers when run, just try to talk from an evaluative practice focused on achieving results towards a reflective evaluative processes centered practice and performance student. One of the biggest challenges facing the teacher who works in a training institution with innovated curriculum is changing the assessment culture to make it consistent with the approach and curriculum model. This should bring the updated assessment procedures to meet the objective of improving the quality of learning. Currently, there is no doubt that the assessment procedures used by educational systems have more force to drive the curriculum, its contents, strategies and philosophy that guides your goals. One approach is authentic assessment, conceptualized as an integral and natural part of learning. In this mode, multiple procedures and techniques used to assess the competence of students in their comprehensiveness and complexity, giving special relevance to everyday and meaningful activities that occur within the classroom. It also assumes that the permanent integration of learning and assessment by the students themselves and their peers, is an essential requirement of the process of construction and communication of meaning. Finally to accredit teacher and student community as valid and reliable for assessing the progress of students and help regulate the process of learning procedure is invited; ie, can understand, retroalimentarlo and improve it in its different dimensions and, consequently, provides teachers and faculty the opportunity to view and reflect on the impact of their own educational practices, all of which will, especially in improving quality of learning constructed by students.