6.1 The evaluation: demonstrate what has been learned, emphasize the perspective of performance

Orchestrating an evaluative system focused on understanding, that is, on the perspective of performance, suggests consolidating an interpretative path on the representational vision of learning and its functional architecture. It consolidates an evaluative perspective focused on performance, that is, on the demonstration of what has been learned-flexible action-, correspond to activities that demand putting their understanding at stake. It is an evaluation system characterized by strengthening comprehension performance, conceived as a flexible performance criterion [10]. The vision of understanding linked to performance is what allows us to recognize the multidimensional manifestations of nature and understanding. Evaluating comprehension implies attending to the flexibility of the different ways of demonstrating what has been learned-delements-. According to this, understand.

[...] means nothing less than being able to perform flexibly in relation to the [content] topic: explain, justify, extrapolate, link and apply in ways that go beyond knowledge and routine skill. Understanding is a matter of being able to think and act with flexibility based on what one knows. The capacity for flexible performance is understanding ([10], p.73).

In this conception, comprehension performances are evaluated, that is, activities that go beyond information, memorization and typical routinization strategies that mutilate intelligence. Crystallizes a direct evaluation of the student's performance, that is, "understanding-as-vision requires reaching a mental representation that captures what is to be understood" ([10], p. 75). Performance is evaluated demonstration of what has been learned—and the mental representation that each student produces, in order to determine qualitatively, their levels of understanding reached. He is interested in unveiling the action plans articulated by each learner. This evaluative perspective aims to strengthen teaching processes and deficits linked to understanding.

This conception of evaluation centralizes its activity in the multidimensional process of comprehension, allows the teacher to know what has been understood and, from there, trace the possible routes for the enhancement of learning. Among its most relevant purposes are: (a) diagnose, it allows to know what are the ideas of the students, the errors in which they stumble, the main difficulties with which they are, the most important achievements they have achieved. (b) Dialogue: the evaluation should be a conversation instance about learning and discussion about teaching, but this dialogue must be guaranteed by mutual respect and trust. (c) Understand: evaluation is a phenomenon that facilitates the understanding of what happens in the teaching and learning process. (d) Feedback: the evaluation must facilitate the reorientation of the teaching and learning process. Not only in what refers to the work of the students but to the planning of the teaching and (d) to learn: the evaluation allows the teacher to know if the methodology is adequate, if the contents, if the contents are relevant, if the learning that is has produced is meaningful and relevant to students.

The ideas described below acquire a transverse nature, since they are applicable to both formal and alternative procedures in the evaluation. It is necessary that teachers constantly take these ideas into account as it will allow them to identify the critical points that are affecting their learning-teaching process. Among the main aspects to assess comprehension, the following stand out: (a) the procedures used to evaluate must consider all aspects of the knowledge and abilities that are intended to be developed, by confronting constants of cognitive challenges aimed at increasing the reflective commitment of each students, about what they learn. (b) The evaluation must be developed through authentic learning evidences, clearly explaining the typology, characteristics and nature of the learning to be achieved. (c) The evaluation criteria must be known, shared and comprehensible by the students, so that they are aware of what is evaluated, how they are evaluated and for what they are evaluated. It is recommended that they be built jointly between the teacher and the student body, in order to strengthen the culture of thought and intellectual passions in the classroom. (d) Evaluative procedures should be designed in consideration of the levels and features of understanding, taking as a frame of reference the nature of the knowledge at stake, its forms of application for everyday life, multiple forms of connection with other knowledge, etc. First of all, they will promote spaces for permanent demonstration of what has been learned. The evaluation in the Teaching for Understanding assumes the challenge of designing spaces, strategies and evidence of learning in which students can demonstrate the degree to which they have acquired the defined abilities for each subject and disciplinary field.

Author details

149

Aldo Ocampo González

provided the original work is properly cited.

Center for Latin American Studies of Inclusive Education (CELEI), Chile

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

\*Address all correspondence to: aldo.ocampo.gonzalez@gmail.com

Understanding in Action: An Analysis of Its Levels and Qualities

DOI: http://dx.doi.org/10.5772/intechopen.88345

Understanding in Action: An Analysis of Its Levels and Qualities DOI: http://dx.doi.org/10.5772/intechopen.88345

In this conception, comprehension performances are evaluated, that is, activities that go beyond information, memorization and typical routinization strategies that mutilate intelligence. Crystallizes a direct evaluation of the student's performance, that is, "understanding-as-vision requires reaching a mental representation that captures what is to be understood" ([10], p. 75). Performance is evaluated demonstration of what has been learned—and the mental representation that each student produces, in order to determine qualitatively, their levels of understanding reached. He is interested in unveiling the action plans articulated by each learner. This evaluative perspective aims to strengthen teaching processes and deficits

This conception of evaluation centralizes its activity in the multidimensional process of comprehension, allows the teacher to know what has been understood and, from there, trace the possible routes for the enhancement of learning. Among its most relevant purposes are: (a) diagnose, it allows to know what are the ideas of the students, the errors in which they stumble, the main difficulties with which they are, the most important achievements they have achieved. (b) Dialogue: the evaluation should be a conversation instance about learning and discussion about teaching, but this dialogue must be guaranteed by mutual respect and trust. (c) Understand: evaluation is a phenomenon that facilitates the understanding of what happens in the teaching and learning process. (d) Feedback: the evaluation must facilitate the reorientation of the teaching and learning process. Not only in what refers to the work of the students but to the planning of the teaching and (d) to learn: the evaluation allows the teacher to know if the methodology is adequate, if the contents, if the contents are relevant, if the learning that is has

The ideas described below acquire a transverse nature, since they are applicable to both formal and alternative procedures in the evaluation. It is necessary that teachers constantly take these ideas into account as it will allow them to identify the critical points that are affecting their learning-teaching process. Among the main aspects to assess comprehension, the following stand out: (a) the procedures used to evaluate must consider all aspects of the knowledge and abilities that are intended to be developed, by confronting constants of cognitive challenges aimed at increasing the reflective commitment of each students, about what they learn. (b) The evaluation must be developed through authentic learning evidences, clearly explaining the typology, characteristics and nature of the learning to be achieved. (c) The evaluation criteria must be known, shared and comprehensible by the students, so that they are aware of what is evaluated, how they are evaluated and for what they are evaluated. It is recommended that they be built jointly between the teacher and the student body, in order to strengthen the culture of thought and intellectual passions in the classroom. (d) Evaluative procedures should be designed in consideration of the levels and features of understanding, taking as a frame of reference the nature of the knowledge at stake, its forms of application for everyday life, multiple forms of connection with other knowledge, etc. First of all, they will promote spaces for permanent demonstration of what has been learned. The evaluation in the Teaching for Understanding assumes the challenge of designing spaces, strategies and evidence of learning in which students can demonstrate the degree to which they have acquired the defined abilities for each subject and

linked to understanding.

Metacognition in Learning

disciplinary field.

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produced is meaningful and relevant to students.
