Liderar la transformación de la escuela desde el enfoque de evaluación como aprendizaje

Abstract

The transformation of schools in the 21st century is a latent need that requires a critical analysis of teaching. From this perspective, the article seeks to contribute to a reflection on the assessment practices that are developed in schools to manage and lead learning. To contribute to the analysis, we propose that we must examine the coherence between the educational objectives pursued and the assessment practices in the curriculum that are fostered by educational leaders as a chain of pedagogical influence. We also explain the possibility of transformation that a renewed view of assessment as learning can offer, from which the teacher and the student assume the role of an apprentice. Finally, the text invites to reflect on the meaning of learning in schools.