Authentic assessment and mathematics learning in high school students

Evaluación auténtica y el aprendizaje de la matemática en los estudiantes del nivel de bachillerato

Abstract

Authentic assessment is an assessment methodology for learning, conducted through real-world tasks, that students require when using their knowledge and skills. The present study aims to determine the procedures of authentic evaluation and its influence on the learning of the area of Mathematics in the students of the Baccalaureate level of the district 13D02C16-17-19 of the Montecristi-Ecuador Canton. It was developed under a quali-quantitative, descriptive, and field approach; The methods of analysis and synthesis served to deepen the theoretical study and interpret results based on interviews with experts and surveys: teachers and students. The results show that teachers apply strategies: group work, individual, evaluation rubrics and presentations. Students say that authentic assessment allows them to acquire knowledge independently to apply in and out of class; Connoisseurs say that the accumulation of repetitive knowledge is not so interesting, but what you know how to do, create, build, or argue to acquire competences, skills, and abilities. It is concluded that education should be for life and not to respond to a standardized test seeking to serve the demanding purposes of the educational system.

KEYWORDS: authentic assessment; assessment tools; math skills; math learning.