Participación e implicación del estudiante en la evaluación: implicar a todo el estudiante en la búsqueda de la justicia y el bien social
Resumen
En este artículo ofrezco una perspectiva sobre la participación de los estudiantes en la evaluación informada por la teoría crítica y sustentada por un compromiso con una mayor justicia social dentro y a través de la educación superior. Se basa en trabajos anteriores sobre la evaluación de la justicia social para argumentar que la participación de los estudiantes en la evaluación debe ser considerada más ampliamente, no solo que los estudiantes realicen determinadas tareas. En lugar de ello, debemos pensar en el estudiante como una persona completa, socialmente situada y en las formas en que la participación en las tareas de evaluación fomenta tanto el bienestar individual como el social. Hay tres corrientes en el argumento propuesto. En primer lugar, la investigación sobre la evaluación debe hacer más para problematizar la naturaleza del conocimiento y que la comprensión de las complejidades del conocimiento en la educación superior tiene vínculos tanto con las experiencias de nuestro estudiante como una persona completa, como con justicia social. En segundo lugar, los propósitos de la evaluación deberían orientarse hacia la noción de teoría crítica de un bien común, en la que el bienestar individual y social están dialécticamente interrelacionados. Por último, al pensar en la participación del estudiante en la evaluación. debemos ir más allá de la fusión del mundo real con el mundo del trabajo, que figura en gran parte de la literatura sobre la evaluación auténtica. Propongo, en cambio, la importancia de entender el ámbito económico como una esfera amplia y heterogénea que no puede desarticularse del ámbito social.
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