Abstract
The work describes, from an evaluative approach based on student empowerment, the promotion of strategic learning of the students, all participants of the Diploma in Adult Education, offered by the University of the Americas (Chile) to its teachers, within the Development Training program Teacher. In this way, from this experience, the empowerment and active participation of students in the processes of evaluation of their learning achievements is promoted, producing a paradigmatic break in how the evaluation of student learning is conceived, promoting greater participation in it and commitment of the participants, catalyzing processes of critical reflection and strategic learning from the results of the evaluative situations. Method: The methodology considered a qualitative-descriptive methodological approach, with an intrinsic case study, for which the participation of 20 students of the Diploma in Adult Education was considered, considering the subject of methodological strategies, where the participants had the opportunity to work in a collaborative and participative way in their evaluation processes, considering a chair, an exercise and a final exam all applied to University Teaching. Among the aspects that can be highlighted, the students recognize that the indications and guidelines given by their teachers helped them to organize their work and activities, responding to the requirements of the evaluation tasks with more certainties than uncertainties, as well as the possibility of reviewing the results of the evaluative situations allowed them to carry out processes of critical reflection and verbalize their mistakes without fear of punishment in a collaborative manner with their peers.
Author Information
Marisol Alvarez Cisternas, Universidad de Las Américas, Chile
Karen Nicole Jiménez Mena, Universidad de Las Américas, Chile
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