Conceptual mapping of evaluation in Higher Education in the socioformative model

Abstract

Educational processes require constant updating and innovation, evaluation in higher education requires analysis and feedback to adapt to current reality; constant efforts must be made to know, understand and improve it. The main objective is to offer a tool for approaching the notion of evaluation in the context of higher education, in the educational approach of socioformation; The purposes of this study are: to clarify the notion of socioformative evaluation, to identify elements that make up said concept, and to establish a proposal as an example of socioformative evaluation. The present study is in the literature review and supported by conceptual mapping; for which strategies such as search, organization and analysis of documents are applied. The results obtained expose the notion of evaluation from socioformation; categorization, characterization and differentiation of socioformative evaluation for a deeper understanding of it; socioformative evaluation division; they consider the socio-formative evaluation adequate to the Latin American context, its own characteristics and needs, considering the elements of the socio-formative evaluation identified: the individual facing the problems of his context, complex thinking, individual and cooperative skills, universal values, continuous improvement; Finally, aspects of linkage, methodology and exemplification of socio-formative evaluation processes for implementation are presented. Conceptualization and understanding of the evaluation processes that contribute in the search for quality training of the person.

Keywords

• educación superior
• evaluación
• formación
• persona
• socioformación.