Year: 2017
Type: article
Abstract: This article describes a segment of a broader study of mixed cut occurs. In this space only part of the qualitative analysis is recovered around the psychosocial aspects that influence the management of the evaluation results from the application of semi-structured interviews and focus groups with 80 senior secondary schools with high and low achievement located in four states of Mexico: Sonora, Durango, Mexico City and Oaxaca. The findings are presented from categories they consider the meaning, beliefs and expectations about evaluation and how these aspects influence the actions of the directors of the schools studied. Polarized cases allow, in their contrasts, identify processes and factors that mark the differences or similarities between them. Thus it was found that school principals low achievement hope to change the attitude of teachers towards the assessment, expect supervisors to monitor teachers and external support (specialists) that indicate how to evaluate them. Moreover, the idea that a school with high achievement is an organization that promotes the participation director, has high expectations of students and teachers, its management system and decision-making can achieve the objectives set, and reasserts Assessment proposes actions that seek continuous improvement.
Source: Alteridad
Author: Alicia Rivera Morales
Institution: National Pedagogic University
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2606047012