{"id":135780,"date":"1997-01-01T00:00:00","date_gmt":"1997-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-conocimiento-practico-de-la-evaluacion-en-los-profesores-de-bachillerato\/"},"modified":"1997-01-01T00:00:00","modified_gmt":"1997-01-01T00:00:00","slug":"el-conocimiento-practico-de-la-evaluacion-en-los-profesores-de-bachillerato","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/el-conocimiento-practico-de-la-evaluacion-en-los-profesores-de-bachillerato\/","title":{"rendered":"El conocimiento practico de la evaluacion en los profesores de bachillerato."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Alfonso Heredia Manrique <\/strong><\/h2>\n<p>La investigacion trata de poner al descubierto el conocimiento practico evaluativo utilizado por los profesores y el cual se enmarcaria en una cultura evaluativa, donde se destaca una tradicion positivista y otra tradicion cualitativa. El marco formal donde nos situamos es el de la evaluacion continua y de donde inducimos el conocimiento practico evaluativo a traves de lo que denominamos el \u00abesquema-mediador-evaluativo\u00bb. Este se concreta en unas dimensiones mediadoras intervinientes en la practica de la evaluacion, a saber, los contenidos evaluados y el tratamiento de la informacion que conllevan segun el producto-norma, los criterios e indices evaluativos y los procesos de correccion; las escalas de evaluacion; los instrumentos de evaluacion utilizados; y los procesos de rutinizacion establecidos.  igualmente dichas dimensiones mediadoras filtraran la informacion evaluativa de los estudios de caso analizados, para obtener las conclusiones correspondientes sobre el conocimiento practico evaluativo. Asi, las diferencias evaluadoras entre profesores pueden considerarse normales, como consecuencia del conocimiento practico evaluativo elaborado por cada profesor en los contextos educativos correspondientes.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El conocimiento practico de la evaluacion en los profesores de bachillerato.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El conocimiento practico de la evaluacion en los profesores de bachillerato. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Alfonso Heredia Manrique <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Universitat de val\u00e9ncia (estudi general)<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1997<\/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>Jose Gimeno Sacristan<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Jorge Torres Santome <\/li>\n<li>Antonio Bernat Montesinos (vocal)<\/li>\n<li> Alvarez Mendez Juan  Manuel (vocal)<\/li>\n<li>Bernardino Salinas Fern\u00e1ndez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Alfonso Heredia Manrique La investigacion trata de poner al descubierto el conocimiento practico evaluativo utilizado por los 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