Quantitative and Qualitative Evaluation in Collaborative Learning

Abstract

This research was developed considering the relationship that exists between the style of students learning evaluation and its influence on the development of collaborative learning. Nowadays education seeks to focus on collaborative processes, because they provide the student with the possibility of a holistic process. The proposed hypothesis suggests that quantitative and qualitative evaluation influences collaborative learning. The research was carried out in two periods: in 2014 at the Marqués de Selva Alegre School and in 2017 in the Manuela Espejo School. The methodology was applied to a population of 220 individuals, consisting of a survey for teachers and students with continuous items validated using Cronbach’s Alpha. The objective was to demonstrate how the teacher’s evaluation methods condition the type of work of the students, being this individual or collaborative. It was determined that the evaluation in the educational process must contain quantitative and qualitative elements, because it allows the execution of a cooperative work and generates meaningful learning; while maintaining an evaluation model focused only on quantitative instruments induces an individual practice and promotes rote learning.