Resumo

MARTINEZ LOPEZ, Silvia Eugenia  e  ROCHERA VILLACH, María José. Las prácticas de evaluación de competencias en la educación preescolar mexicana a partir de la reforma curricular: Análisis desde un modelo socioconstructivista y situado. RMIE [online]. 2010, vol.15, n.47, pp.1025-1050. ISSN 1405-6666.

Based on the educational change assumed by the curriculum reform of Mexican preschool, this article presents a study of the practices classroom teachers use to evaluate skills. From a socio-constructivist, situated perspective, a four-dimensional model was used-of evaluative focus, program of evaluation, situations of evaluation, and tasks of evaluation-to analyze a didactic sequence of a teacher and fifteen students in preschool III. The results show three nuclei of improvement, related to activities and moments of evaluation, to face the challenges of evaluating skills at this level. The conclusion is that continued encouragement for educational change will require influencing continual training for teachers, taking into consideration the interrelation of teachers' thinking and the educational practice implemented.

Palavras-chave : evaluation of learning; skills; teacher performance; constructivism; educational change.

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