Regarding our school experience, most of the time we speak of a quantitative evaluation and exceptionally depending on the course or the teacher we mention a qualitative evaluation, but, what is the meaning of these concepts? The evaluation as a general concept, according to Casanova (1995) is a systematic and rigorous process of data collection, incorporated into the educational process from the outset, so that it is possible to have continuous and meaningful information to know the situation, to form value judgments with respect to it and make the appropriate decisions to continue the educational activity progressively improving it. (p.55).
Within the evaluation we find two types, the quantitative that reflects in numerical results that allow to compare the results of the student with the objectives and on the other hand the qualitative evaluation, that not only looks for the handling of the contents, but also the methods, means and the use that the students obtain with the activities, taking into account attributes referring to the own personality. (Medina, D., Muñoz, E., 2014).
A point to be highlighted is that by comparing our school experiences we have seen that those teachers who have used a quantitative and qualitative evaluation at the same time have been more important in our school experience, having a more beautiful and meaningful memory school, but not only that, but we have also learned much more from them.
The BOE (Official State Gazette) in article 140 of Organic Law 2/2006, of May 3, Education declares that the purpose of the evaluation is to improve the quality of Spanish education, increase the effectiveness of the education system, Offer information on the degree of compliance with the objectives … All very numerical and with some goals or objectives set. Each child is different because of the situation of each and needs a different way to reach and evaluate those goals. A qualitative evaluation helps the student’s moral and personal development and should be given as often as quantitative, working both types of evaluation simultaneously, with the main objective of creating knowledge and instilling appropriate values and behaviors.
-Casanova, A. (1995). Manual de evaluación educativa. Madrid: La Muralla.
-Medina, D., Muñoz, E. (2014). Evaluación Cuantitativa y Criterial. (Tesis de Grado). Universidad de Chile, Santiago de Chile, Chile.
– Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, núm. 106. Extraído de: https://www.boe.es/buscar/act.php?id=BOE-A-2006-7899&tn=1&p=20150729#a140