Evaluation and Context

Abstract

This article presents and analyzes some theoretical and practical elements coming from education research and the knowledge background currently existing about teaching and learning styles as factors that have influence on how students make their own relationships with knowledge. It is highlighted how these factors demand for a multiple approach to request information in students in order to have more elements to make a decision regarding their academic performance, bearing in mind that learning response is individual. It also emphasizes the need that teachers become interested in living the evaluation other functions that might go beyond the mere performance grading and judgments regarding if a student passes or fails a specific school grade. It suggests giving the evaluation other functions such as be useful as a pedagogic and didactic strategy, to help teachers in their daily practice. Finally, some evaluation characteristics such as validity and reliability are discussed.