Model of interpretive the educational set against the evaluation of the learning

Abstract

This study investigated about the performance of the teachers related to the different epistemic positions assume, facing the learning evaluation on the students who are in the second stage in basic education of the Iribarren Municipality in Lara statem with the purpose of designing an interpretative model to facilitate the understanding of those positions. It is a qualitative hermeneutical and its design was focused on the Continuous Comparative method of Glaser and Strauss (1967), and the conformation of Models by Miles and Huberman (1984). The study subjects were 85 teachers, conformed by 11 hermeneutic circles and 5 key informers. This study contributed a model based in four reference keys as: Ontologic, Epistemologic, Metodologic and Axiologic reference, structuring through each one, seventeen categories that allowed to define and to conceive each one of the positions the teachers had the time of evaluating