Resumo

ZHININ COBO, Juan Edmundo; VITERI NARANJO, Beatriz del Carmen  e  AYALA AYALA, Luis Ramiro. Comprehensive assessment system for complex learning in law. Conrado [online]. 2021, vol.17, n.78, pp. 276-281.  Epub 02-Fev-2021. ISSN 1990-8644.

The new graduates in jurisprudence need to develop skills related to their professional activity and their personal realization such as: reasoning skills, problem solving, propositional and projective participation. The need to transform the pedagogical-administrative function to actively, participatively and cooperatively manage the students' intellectual capital was observed. The objective of the study was to relate the evaluation system applied in the Law Career to the evaluation requirements demanded by significant and complex learning. The scope of the work was descriptive-explanatory, we observed the didactic reality of teachers and the educational activity of first, second and sixth year students of the Law Career "UNIANDES" Riobamba to verify the evaluation system used in the promotion of academic levels and validation of learning. The results achieved were: to understand that: "Learning is not copying or reproducing reality but building", the University must develop teaching activities to be competent in the selection, construction and evaluation of appropriate and effective instruments. Conclusions: the evaluative practices are more judicative than formative learning, more punitive than stimuli to improve learning; the evaluation system generates evaluative biases and inferential errors damaging the personal identity of the students; evaluation implies an intentional activity with the purpose of improvement.

Palavras-chave : Integral evaluation; complex learning; significant learning; self-efficacy; self-concept; evaluative activity; evaluation culture; behaviorism; cognitivism; constructivism.

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