Evaluation. Quantitative or qualitative evaluation?

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


Methodology Part 3.

Modern Methodology – ICT

In general, we think that modern methodologies help in the cognitive, evolutive and smart student development much more , by far.

Through a modern methodology, our students open their mental fields, letting pass the information, seemingly new, to be stored in their minds. We refear to “seemingly new” to the fact that, this is not “so new”; to show a traditional, common or conventional concept, in a more visual, different and practical way, can determinate and influence the perception of this concept in relation of our students. So, what we get with this is that this concept can be stored through the years in the mind of our students.

And then you will ask about what is a modern methodology, and what it differentiate in relation to a traditional one. So, modern methodologies are used to improve our students’ education and, therefore, to improve the current methodology, not to replace it.

By saying that, we will focuse on ICTs plan and the digital competences, a type of alternative methodology which, little by little, is being developed more and more in pur classrooms.

Gómez and Palomo stated that the digital competence basically consists of having the skills to seek, obtain, process and communicate information and to transform it later into knowledge […] So ICT plan is the planning instrument to develop the digital competence and to integrate ICTs as a didactic tool in the teaching-learning processes (p.23).

In Spain, this new plan began in the 2009-2010 year, with the course of fifth of primary school of all the Public Schools at national level. We would like to mention that we also experiment the beginnings of this project, because we were that course of initiation in ICT. To develop this competence inside the classrooms, it was previously necessary that teachers were formed in the lasted technologies to integrate this type of resources in the educational field. Each student was also given a small laptop, and each classrooms was technologically adapted with Internet connection in the whole school.

ICTs inside classrooms are considered as useful tools which make the students and teachers works’ easier. Furthermore, it reinforces the collaborative work, meaningful and constructive learning. This is achieved through different applictions such as “WebQuest”, where the student is presented with a task with resources chosen by the author of the WebQuest with the intention of avoiding unnecesary use of the web. They are designed to monetize our student’s time, so that they only will process the information instead of their search.

ICTs also open paths for children with different disabilities, such as blind, deaf and hard of hearing children… numerous programs, objects and applications have been designed to include all type of people in learning.

We must not forget that learning and education are not only areas taught in classrooms, also in our homes. Therefore, we must take advantage, moderately, technologies in all the spaces of our society, to learn enjoying and opening new avenues of choice.


-Gómez, M. & Palomo, R. (2016).Implementation of ICT in schools. In M. Gómz (coords), Tecnología de la comunicación y la información aplicadas a la educación. (pp.23-24). Madrid: Editorial Síntesis.

Methodology Part 2.


Many types of research recognized in the last 30 years reflect that the amount of homework that teachers send to their students has increased significantly. Alfie Kohn also confirms that the application of homework in lower courses has also increased. However, this practice has not demonstrated many positive academic results. (Freire,2013)

“Eliminate them, even increasing class hours” “make them more fun, give less, teachers should coordinate better between subjects, delete them during the summer” … (Freire,2013)  some of the students’ responses to this question.

Nowadays there have been several claims by parents against the homework, they complain that the duties become a problem in the home, a parent complains that the duties call into question their own knowledge, but it is important to say  that most families are in favor, as they think their children will be better prepared in the future. (Freire,2013)

In response to this reflection, our opinion is clear, we support that there is homework but not in excess, that is to say, that they conform to each educational level in terms of quantity.We also think that there must be a balance between theory and practice time, Since most of the time the class is only based on theory and it is one of the reasons for which the demand for homework is greater. For this reason, we support the existence of this balance because for this, the students would have time in class to do and to start the activities and they could solve any kind of doubt that would not be possible at home.

In Spain, the dedication of hours to do the homework is superior when we compare it with other countries. Finally, we would like to add the figures of some countries according to the hours dedicated to the homework:

-Spain: 1,5 to 3 hours daily average.

-Finland:  15 to 30 minutes.

-France:  are banned in Primary education but some teachers don´t respect this norm.

-United Kingdom: the Government recommends 1,5 hours to 2,5 hours.

– Germany: the parents protest about the hours which their children spend doing homework.

(Guilayn & Sánchez)



-Freire, H. (2013). Repensar los deberes. Cuadernos de Pedagogía, 438. Retrieved from: www.cuadernosdepedagogia.com

– Guilayn, P., & Sánchez, C. M. (2016). Deberes, ¿sí o no? XL Semanal. Retrieved from: http://www.xlsemanal.com/actualidad/20160917/fundimos-deberes-4840.html

Methodology Part 1.

Traditional Methodology


Did you remember the methodology carried out in your classes when you were at primary education?

The majority of us were taught through traditional methodologies which had a very common structure. First of all, we have the explanation of the teacher about the subject and after it, we find the big amount of homework we had to do at home. After finish the unit, we used to learn the content by memorizing it and finally we had the traditional exam.

I remember, for example, when I was in fifth of primary school and I had to study every day the lesson of science, make homeworks and the next day we did oral exams about what we had studied by heart.

Gómez and Miralles (2012) stated that textbooks are still the main resource and didactic guide in class. However, this method doesn’t allow children to achieve all the abilities and competences they need. All my classmates and me agree with that because throughout our years in primary education, we always used the textbooks and only few times we made some worksheets that the teacher brought to class.

As you can see, the principal elements in the traditional methodology are the exams and the unidirectional explanation of the unit. The big issue of this method is that children don’t understand the concepts they have studied because these exams make you memorize everything which is useless since we end up forgetting what we had learnt. Moreover, big exams with a lot of content lead to a superficial learning, without reflecting on what you have learnt. (Gómez & Miralles, 2012). On the other hand, expository teaching strategies are useless too because children don’t attend to what the teacher is explaining during the whole class. In addition to this, if the teacher explains the content without draw the attention of the students they might not pay attention to him because the teacher isn’t promoting among children the opportunity to process, interpret and internalize the concepts. According to Salas (2009), another thing to take into account is that through this methodology teachers don’t encourage children to interact with each other, discuss what they are learning and share different points of view which are necessary to build our knowledge.

In order to make a change in education and leave behind this traditional methodology, children have to learn to study by memorizing the content, since sometimes it is necessary, but at the same time understanding it too. Teachers must help children to achieve the knowledge and to do it they can use some alternative resources such as documentaries, videos, songs and even technological application which help children to understand the lessons and through this way reduce the memorization process.

The best memories that we have about primary school are those moments when we worked as a team, in group with our classmates but it wasn’t very common. Also, María remember some classes in which the teacher made an assambly before start the lesson and all the class could discuss about different topics everyday.


-Gómez, C. J., & Millares, P. (2012). Contents of social sciences and mental capacities in the exams of 5th and 6th of primary school. A skills-based assessment? Revista Complutense de Educación, 24, 91-121. Retrieved from       https://dialnet.unirioja.es/servlet/articulo?codigo=4187963

-Salas, M. E. (2009). Del proceso de enseñanza aprendizaje tradicional, al proceso de enseñanza aprendizaje para la formación de competencias, en los estudiantes de la enseñanza básica, media superior y superior. Cuadernos de educación y desarrollo, 1. Retrieved from http://www.eumed.net/rev/ced/07/mesv3.htm

Educational resources.

As all of you can see, the image below could be a simple drawing made by a child, but it is more than that. If you pay attention to the drawing it has been made with toothpicks, a simple and common object of our daily life. However, such simple object can be a useful educational resource that you can use in class in order to carry out a different and dynamic lesson.

Educational resource is whatever you can use in your class in order to carry out an activity and you use it with the aim of teaching some content belonging to a subject. For instance, these toothpicks that we used in our class it could be used for artist education, maths, science, etc. Through this activity, we learnt how important is to use educational resources in order to create enjoyable classes. Moreover, this activity was developed in groups so we learnt also the importance of cooperative learning which is very important in children because they need to learn to participate in class, work with more children, divide their tasks, etc.

So we would like to encourage all teachers to use different and creative educational resources in order to teach their children with unusual and modern methods!

“Educating the mind without educating the heart is not educating at all”

Last Friday we attended an interesting speech from Rocio Jerez.

She is educational psychologist, teacher of physical education, director of “Proyectos La Escuela”.

Rocio has talked about some concepts very important such as vocation, equality, passion, education in values, tags, etc.

Rocio asked us about our School experiences, some of my classmates told us positive and negative experiences. Some of them remembered their passing through the school as a family place where they enjoyed and they had a good time while others, showed us some bad experiences as problems with teachers, bad educational training…

Later, Rocio asked us about the importance of passion and vocation in the teachers. We think that these concepts are essential in a teacher because a person who loves what he does, he is involved in this and he enjoys a lot with his work, this person is a good teacher. He transmits to the children motivation, and an environment very comfortable in the class. I think these are the qualities that make a good teacher.

Also, we talked about the tags in the conference, Rocio explained to us that the tags can be very positive but very negative too, for this reason, the teacher shouldn´t use.

Rocio told us a case very close to hers, a girl with Down Syndrome who goes to a School where there are other children that don’t have this problem and she said us that in the class children treated her different, even the teacher did it. Rocio explained that this girl is like the rest of the students and the teacher should promote the equality to their children. This girl doesn’t need a special trait and the children have to see this. She explained the importance of diversity.

Then, my classmates and I drew a lovely mural about education.


International Women’s Day.

Today, March 8, it is the International Women’s Day. This is an important day not only for women but for men too.

It is celebrated in order to fight for gender equality, justice, peace and development. Moreover, this day is focused on women in the changing world of work since little by little we are improving this aspect but there is still much to do. Because of the important of this national day, we have had a debate in class about it and we have talked about some interesting aspects.

Do you think nowadays women have the same rights as men? The correct answer is no. For instance, women use to earn less money tan men in their jobs. Moreover, they hardly ever get an important position in companies. A reason of this is that women are who have children and they have to take care of them for a long time while men only have a few free days for paternity. As we can see, there is no equality neither for women nor for men.

The inequality between both gender is due to the society in which we live and we need to change it. But this change has to be made through the effort of both genders in order to achieve something. So what are we waiting for?