Irakaslegaiak eta idazmenaren ebaluazioa: jarrerak eta jokabideak

Abstract

In recent decades, evaluation has acquired pedagogical status in the field of language teaching. As a result of its value as didactic tool and its importance during the acquisition process, evaluation has distinguished itself from grading. This fact is even more significant when teaching writing. In this work, the purpose is to know the attitudes and behaviours of preservice teachers regarding to the evaluation of this skill. This article analyses what they understand by evaluation and the ideas they have internalised before starting their professional practice. For that, 51 students in the last year of the Primary Education degree answered a questionnaire on this topic. The results show that, in gen-eral, they have an educational view of evaluation and they know the tools they can use for that purpose. However, they are aware that they still need more training than that received in their university studies.; Azken hamarkadetan, ebaluazioak hizkuntzen irakaskuntzaren arloan estatus pedagogikoa lortu du. Tresna didaktiko gisa duen balioaren eta eskuratze-prozesuan duen garrantziaren on-dorioz, ebaluazioa kalifikaziotik desberdindu da, are gehiago idazmena irakasteko prozesuaren kasuan. Lan honen helburua etorkizuneko irakasleek trebetasun horren ebaluazioari dagokionez dituzten jarrerak eta jarduteko moduak ezagutzea da. Izan ere, irakasle gisa jardun aurretik haientzat ebaluazioa zer den eta horren inguruan barneratuta dituzten ideiak analizatzean datza lan hau. Horretarako, Lehen Hezkuntzako graduko azken ikasturteko 51 ikaslek egindako galdetegiak aztertu dira. Emaitzek erakusten dutenaren arabera, orokorrean, ebaluazioaren ikuspegi hezigarria dute eta helburu horretarako erabil ditzaketen tresnak ezagutzen dituzte. Hala ere, badakite unibertsitatean jaso duten formakuntza baino gehiago behar dutela.