{"id":115126,"date":"2018-03-11T10:43:31","date_gmt":"2018-03-11T10:43:31","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/las-practicas-de-evaluacion-en-la-materia-de-historia-de-4ao-de-eso-en-la-comunidad-autonoma-de-la-region-de-murcia\/"},"modified":"2018-03-11T10:43:31","modified_gmt":"2018-03-11T10:43:31","slug":"las-practicas-de-evaluacion-en-la-materia-de-historia-de-4ao-de-eso-en-la-comunidad-autonoma-de-la-region-de-murcia","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/evaluacion-de-alumnos\/las-practicas-de-evaluacion-en-la-materia-de-historia-de-4ao-de-eso-en-la-comunidad-autonoma-de-la-region-de-murcia\/","title":{"rendered":"Las pr\u00e1cticas de evaluaci\u00f3n en la materia de historia de 4\u00c2\u00ba de  eso en la comunidad aut\u00f3noma de la regi\u00f3n de murcia."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Jose Monteagudo Fernandez <\/strong><\/h2>\n<p>Las pr\u00e1cticas de evaluaci\u00f3n en la materia de historia de 4.\u00c2\u00ba de eso en la comunidad aut\u00f3noma de la egi\u00f3n de murcia  resumen la evaluaci\u00f3n posee una gran importancia dentro del mundo educativo, pues est\u00e1 en el n\u00facleo del sistema did\u00e1ctico, por lo que cualquier cambio en la evaluaci\u00f3n conlleva cambios en otras partes del sistema. desde una concepci\u00f3n actualizada, la evaluaci\u00f3n aparece como un instrumento al servicio del proceso de ense\u00f1anza y aprendizaje, integrada en el quehacer diario del aula y del centro educativo. A partir de ella se toman decisiones que afectan a la intervenci\u00f3n educativa, a la mejora del proceso y al establecimiento de medidas de refuerzo educativo o de adaptaci\u00f3n curricular.  el objetivo general ha sido averiguar, mediante datos emp\u00edricos, la naturaleza y las caracter\u00edsticas de las evaluaciones que llevan a cabo los docentes de geograf\u00eda e historia en 4.\u00c2\u00ba curso de educaci\u00f3n secundaria obligatoria en la comunidad aut\u00f3noma de la regi\u00f3n de murcia. Se trata de un trabajo descriptivo de las pr\u00e1cticas evaluadoras llevado a cabo mediante una serie de cinco estudios relacionados entre s\u00ed con el fin de acercarnos a conocer el proceso de evaluaci\u00f3n en la realidad de las aulas. Dichos estudios respond\u00edan al cumplimiento de objetivos espec\u00edficos como el an\u00e1lisis del curr\u00edculo educativo auton\u00f3mico, el estudio de las programaciones docentes, el conocimiento de la naturaleza y estructura de las preguntas de los ex\u00e1menes, y la recogida las ideas del profesorado acerca de la evaluaci\u00f3n, as\u00ed como la opini\u00f3n de los inspectores educativos sobre la tarea de evaluaci\u00f3n que realizan los docentes de geograf\u00eda e historia. Todo ello con la intenci\u00f3n de proponer mejoras que pudieran favorecer nuevos progresos en la ense\u00f1anza y el aprendizaje de las ciencias sociales. hemos querido dar a nuestra investigaci\u00f3n un cariz multiparadigm\u00e1tico, en la medida en que el empleo de una diversidad metodol\u00f3gica facilita el estudio de la realidad social desde diversos puntos de vista. Por ello hemos empleado una metodolog\u00eda de investigaci\u00f3n de integraci\u00f3n cualitativa-cuantitativa en aras de una mayor comprensi\u00f3n de los problemas que nos preocupan. Se trata de una investigaci\u00f3n del tipo exploratorio-descriptivo, en la medida en que las indagaciones cuyo objeto de an\u00e1lisis es el proceso de evaluaci\u00f3n en las aulas son muy escasas a nivel general, e inexistentes en lo que concierne particularmente al \u00e1rea de ciencias sociales en la etapa de educaci\u00f3n secundaria obligatoria en la regi\u00f3n de murcia.  entre las conclusiones halladas destacamos que las pr\u00e1cticas de evaluaci\u00f3n que se llevan a cabo en las aulas de 4.\u00c2\u00ba de eso en la regi\u00f3n de murcia, en la materia de historia, est\u00e1n mediatizadas, como cabr\u00eda esperar, por los preceptos legislativos, los cuales, en nuestro caso, inciden en los contenidos conceptuales. En funci\u00f3n del grado de formaci\u00f3n de los profesores se produce una mayor o menor adaptaci\u00f3n de lo dispuesto por el decreto curricular o por las editoriales, de cuyos libros de texto se ayudan para desempe\u00f1ar su labor. En este sentido, la formaci\u00f3n docente se revela como un terreno capital para mejorar la pr\u00e1ctica de la evaluaci\u00f3n en las aulas. por otro lado, el examen sigue siendo el instrumento m\u00e1s importante a la hora de evaluar a los alumnos, y los ejercicios de examen mayoritarios son los relativos al recuerdo de contenidos conceptuales, no llegando a trabajarse las competencias b\u00e1sicas en toda su amplitud. en suma, la labor docente no se ha modificado con el paso de los a\u00f1os y las sucesivas reformas educativas, tal y como confirma la opini\u00f3n de los inspectores educativos, y ello a pesar de las diferentes propuestas para mejorar el aprendizaje de los alumnos y la evaluaci\u00f3n. abstract the assessment has a great importance in the educational world; it is in the core of the educational system, so that any change in the assessment leads to changes in other parts of the system.  from a contemporary conception, assessment appears as a tool for the teaching and learning process, integrated in daily classroom and school. The decisions that are taken from the assessment affect the educational intervention to improve the process and the establishment of measures to strengthen educational or curricular adaptation.  the main objective has been to determine, using empirical data, the nature and characteristics of the assessments carried out by the teachers of geography and history in 4th year of compulsory secondary school (eso) of the region of murcia. This is a descriptive study of assessment practices carried out through a series of five interrelated studies in order to approach the assessment process to know the reality of the classroom. These studies responded to the fulfilment of specific objectives as the analysis of the regional curriculum, the study of didactic programs, knowledge of the nature and structure of the exam questions, collect ideas from the faculty about teacher assessment, and also the ideas from inspectors of schools about the assessment that teachers of geography and history carry out . All with the intention of proposing improvements which would encourage further progress in the teaching and learning of social sciences.  we wanted to give our research a multiparadigmatic profile, since the use of methodological diversity facilitates the study of social reality from different points of view. Therefore we have employed a research methodology qualitative-quantitative integration for a better understanding of the issues that concern us. This is an exploratory and descriptive research, since inquiry whose object of analysis is the process of assessment in classrooms are rare in general terms, and non-existent with respect particularly to the area of social sciences in the stage of compulsory secondary school in the region of murcia.  among the conclusions, we found that assessment practices that take place in the classroom in 4th year of eso in the region of murcia, on the subject of history, are mediated, as we expected, by laws, which in our case, influence on the conceptual contents depending on the level of teachers training, there is a greater or lesser adaptation of the provisions of the regional curriculum or even of the publishers of textbooks which help to teachers to fulfill their role. In this sense, teacher training reveals as essential way to improve assessment practice in classrooms.  on the other hand, exam is still the most important tool in the assessment of students, and major review exercises are those relating to the memory of conceptual contents, not reaching basic skills worked in its full extent.  concluding, teaching has not changed over the years and successive educational reforms, as confirmed by the opinion of inspectors of schools, and despite of the different proposals to improve student learning and assessment.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Las pr\u00e1cticas de evaluaci\u00f3n en la materia de historia de 4\u00c2\u00ba de  eso en la comunidad aut\u00f3noma de la regi\u00f3n de murcia.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Las pr\u00e1cticas de evaluaci\u00f3n en la materia de historia de 4\u00c2\u00ba de  eso en la comunidad aut\u00f3noma de la regi\u00f3n de murcia. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Jose Monteagudo Fernandez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 17\/01\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Pedro Miralles Martinez<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: joaquin Prats cuevas <\/li>\n<li>crist\u00ed\u00b2fol Trepat carbonell (vocal)<\/li>\n<li>sebasti\u00e1n Molina puche (vocal)<\/li>\n<li>ram\u00f3n vicente L\u00f3pez facal (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Jose Monteagudo Fernandez Las pr\u00e1cticas de evaluaci\u00f3n en la materia de historia de 4.\u00c2\u00ba de eso en 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