El proceso de evaluación en el desarrollo del razonamiento verbal en el área de lengua y literatura de los estudiantes de la Unidad Educativa Baeza.

Abstract

The purpose of this research work is to determine how the evaluation process influences the development of verbal reasoning in the Language and Literature Area of the Baccalaureate students of Unidad Educativa “Baeza” in the academic year 2015-2016. Through tests, surveys and interviews applied to teachers and students, actors of the teaching-learning process, and analyzed the results of the evaluation "Ser bachiller 2016" taken by the Instituto Nacional de Evaluación Educativa (INEVAL), applied to the students of the third year of high school before obtaining the bachelor's degree and to acquire a quota in the governmental universities of Ecuador; The thematic groups of this examination considered in the research are those related to Language and Literature. The research is based on the constructivist paradigm with a quantitative approach, considering that the results of field research based on surveys and interviews are subjected to numerical analysis with the support of statistics; In addition, a qualitative approach is used through the hypothesis verification statistic denominated “Spearman Coefficient of Rank Correlation” to relate investigated variables. It is concluded that the evaluation process has a weak influence on the development of verbal reasoning for high school students, although they have a satisfactory average on the Senescyt tests, but most of the students went to institutions that were extra of their formal education to give such evaluation. It was also found that teachers apply common evaluation techniques and instruments, the same ones that in a few cases help to develop verbal reasoning of their students, so a proposal for a solution to this problem is proposed through a guide for the process of Evaluation for the development of verbal reasoning.