Resumen

BERLANGA RAMIREZ, Ma. de la Luz  y  JUAREZ-HERNANDEZ, Luis Gibran. Evaluation Paradigms: from the Traditional to the Socio-formative. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2020, vol.11, n.21, 00017.  Epub 03-Mar-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i21.646.

Evaluation has been the subject of various studies in education, which have led to its evolution thanks to the contributions of each evaluation model to improve its implementation. This essay addresses thirteen evaluation paradigms: Traditional, Democratic, Criterion-Based, Comprehensive or Interpretive, DecisionMaking Oriented, Negotiation, Quality or Institutional, Alternative, Execution, Authentic, Progressive, Competency-Based, and Socio-formative, the most recent. The aim of this paper is to examine the contributions of the evaluation paradigms to the teaching - learning process. It has been found that some of the evaluation models are opposed but others also complement each other, facilitating the improvement of the application of evaluation and, therefore, its evolution. Socio-formative evaluation has made substantial contributions to evaluation by competencies, and responds to needs of the information society.

Palabras llave : socioformative evaluation; evolution of evaluation; evaluation paradigms; feedback.

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