Evaluation and its impact on transitions. The responsibility of the educator in the subject of learning La evaluación y su incidencia en las transiciones. La responsabilidad del educador en el sujeto del aprendizaje

Abstract

This article aims to generate pedagogical reflections about the evaluation of learning from its scope and limitations in early childhood, noting that there is no intention to perform a classification of its functions by the academic degrees that cover early childhood (transition and first). This in order to break a little with the evaluative categorization that has been given in the tradition of the Colombian evaluative system. In order to point to a much more inclusive and educational thinking.