Evaluation in the social sciences, a student perspective

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Sonia Maribel Manrique Flores, Willian Sebastian Flores Sotelo, Pedro Juan Antón de los Santos, Francisco Aquilino Paredes Taipe, Pedro Manuel Amaya Pingo, Yolvi Ocaña-Fernández


Learning assessment has been widely addressed by theorists and researchers; however, most of them have focused their attention on the relationship between teaching and assessment, leaving student participation behind. Therefore, the objective of this research is precisely to interpret the perceptions that students have regarding the assessment of their learning in the area of social sciences. The research is of a mixed type, not experimental, with a descriptive and narrative design in the qualitative area. The results in the perception of assessment indicate that 1.7% consider it adequate, 95.4% not very adequate and 2.9% inadequate; in the cognitive dimension 4.6% adequate, 92.5% not very adequate and 2.9% inadequate; in the procedural dimension 1.2% adequate, 82.1% not very adequate and 16.7% inadequate, and in the attitudinal dimension 12.4% adequate, 83.9% inadequate and 3.7% inadequate. These students perceptions are conclusive, so therefore, their role, opinion and perception about evaluation should be taken into consideration, since they are the main actors in the education system. In this sense, teachers should reflect on and improve their form of assessment and place emphasis on ensuring that students understand how they will be assessed and change their perception of assessment. Finally, students should actively participate in planning and modifying pedagogical documents in order to meet their needs and contribute to strengthening the teaching-learning process.

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