Holistic Education and the Evaluation Process

  • 2011

The evaluation has always been seen with a negative bias, in the sense of appreciating it as if it were an interrogation that intimidates, seeing the student as someone who sits on the bench of the accused, when in truth it must be an act of verification, by the teacher, of whether the student has really achieved certain objectives and has acquired a certain body of knowledge prescribed in a curriculum. Such an act of verification must be approached in an entertaining way, trying to mitigate in the student the logical fear of being examined, generating a climate of relaxation that allows to release tensions. Feeling evaluated is not synonymous with feeling intimidated and bombarded with a battery of questions, but is basically a process of dialogue, of colloquial exchange between the teacher and the student; a process that allows a round trip in the communication, so that the latter is fluid.

Holistic Education, the new teaching paradigm, postulates that Evaluation involves an exchange of data and information between the educator and the student, leaving everything behind negative vestige that the concept (of evaluation) implies. In this context, the teacher is no longer someone who inspects meticulously and without mercy, but is an interlocutor who talks with his student about topics of a subject, but that does not imply accepting and being permissive with error, but that It also implies the marking of a mistake, so that the student becomes aware of their failures and tries not to repeat them in the immediate future.

The evaluation process must be addressed, within the framework of the new educational model (Holistic) as follows:

* Think of the student as an individual intervening in a colloquium, and not as someone who is going to be the object of a questioning look.

* If the student makes a mistake, do not underestimate it, but make him aware of the need for correction.

* Create a climate of empathy, from humor (for example), so that the student feels comfortable, relaxed, and that, surely, will contribute to no blockages in the natural luxury of knowledge, because The student will be released without obstacles or psychic or emotional.

* Make the student feel that he is on an equal footing with his interlocutor (the teacher), and not make him notice any difference (although there are already obvious and natural differences, so that no conflict is generated at the moment in which The evaluation process is being carried out.

* Respect the student's own time and rhythm, since at no time should he be pressured to bring to light his knowledge, since if it is necessary to pause or momentary interruption of the evaluation process (because a situation of pressure) is done without any inconvenience.

In summary, the evaluation process, in the framework of Holistic Education, is based on: non-intimidation, the generation of a peaceful environment at the time of verification of the accreditation of certain knowledge about a subject, dialogue or colloquium in degree of similarity or equality with the interlocutor (the student), the respect for the other that implies not to humiliate, instill an awareness in the student about their own misconceptions.

Lic. Luis Alberto Russi Gerfó



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