Resumen

LOZANO CORRALES, Carlos Francisco  y  PENICHE CETZAL, Rubí Surema. Teachers’ challenges while assessing professional-technical high school students. Sinéctica [online]. 2018, n.51, 00007. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2018)0051-007.

This document shows results from the research objective of inquiring the difficulties expressed by professional-technical high school teachers while assessing their students’ competences, both in institutions with good levels measured with worldwide exams and those institutions with low results on them. Through a content analysis in the qualitative design, results are grouped in six assessment types: diagnostic, formative and summative assessment, as well as self, co and hetero assessments. Each of these groups contains teachers most often referred difficulties, from students’ unwillingness to be assessed, to institutions’ lack of conditions to carry on the assessment. Through the results shown here, some previous research program results can be verified, but also some others are highlighted as they differ, considering the specificity of conditions found in professional-technical high school institutions.

Palabras llave : competences assessment; assessment challenges; professional-technical high schools; competences model.

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