Published in DOF Mejoredu criteria for basic and upper secondary level evaluators
Laura Poy Solano
The newspaper La Jornada
Sunday, July 21, 2024, p. 8
The National Commission for the Continuous Improvement of Education (Mejoredu) published in the Official Journal of the Federation (DOF) the criteria that must be met by the evaluation bodies, which include teachers, managers and supervisors, for the evaluation, qualitative, continuous and formative processes in basic and upper secondary education.
The document, which came into force yesterday, states that although these criteria are not applicable to the assessment of learning for grading purposes, they do form a central part of the pedagogical processes carried out in the classroom, such as encouraging student participation in the assessment of their own learning.
As a decentralized public body, Mejoredu’s purpose is to coordinate the National System for Continuous Improvement of Education, and among its responsibilities is to establish the aforementioned criteria, in addition to issuing guidelines for the development of the teaching profession, academic performance and learning outcomes, among others.
The criteria issued by the commission are part of the new diagnostic, formative and comprehensive evaluation model, which emphasizes feedback and that the results obtained should drive continuous improvement in education.
Hence, one of the axes of these criteria is to underline the importance of both teachers and managers including students in the assessment processes of their learning. In the text published in the DOF The evaluative, qualitative, continuous and formative processes are defined as an articulated set of activities and tasks that have the purpose of enriching and strengthening the development of student learning and teaching practices, as well as evaluation.
Defines that they will be evaluative by allowing teachers and students to estimate and understand, in a participatory manner, the progress in the development of learning in order to support its improvement
but also to promote reflection and responsibility among students regarding their learning.
The criteria must also be qualitative, allowing for the recognition and appreciation of the specific contexts, sociocultural and linguistic diversity of the students, and they must also be continuous and formative, since they seek to maintain dialogue, reflection and feedback to improve learning.
