21 de Enero de 2019
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Colección: La Educación
Número: (129-131) I,III
Año: 1998


The changing conditions at the global level in the production of knowledge and social reality, as well as the crisis situation and surge of new management models in Latin American education, justify the search for new ideas in the field of educational project, program and policy evaluation. In this article, we present seven evaluative focuses that have recently emerged in the Anglo-Saxon context, and we explore their possible usefulness for Latin America in the educational field. The focuses described here are: conceptual maps, participative self-evaluation, social cartography, intertextual evaluation, analogies of ground studies, evaluation of organizational learning, and evaluation based on organizational perspectives. The main characteristics of these focuses together offer many perspectives and stimulate the extensive participation of the actors involved in the program to be evaluated.