HeteroevaluationThe evaluations they are usually part of educational processes. When evaluating students, teachers estimate the academic performance of students and note what knowledge they acquired throughout the course.

There are different evaluation methodologies. Is called heteroevaluation to the exam performing a different person from the evaluated person.

Heteroevaluation, therefore, is the opposite of self appraisal. While in self-evaluation the student takes responsibility for the learning process and its results, hetero-evaluation implies the inclusion of an external view.

The usual thing is that the heteroevaluation is developed by the teacher or the Teacher. However, it may also involve the student’s family or other agents.

In some cases, hetero-evaluation makes it possible for someone who is not part of the educational community in question to join the teaching and learning process. This is how a model of education alternative, which incorporates other actors to enrich training.

At a general level, the heteroevaluation points to the detection of mistakes and successes of the student when transmitting the knowledge acquired. Based on the results of this test, the necessary adjustments can be made in the educational work to optimize the job.

The hetero-evaluation, in short, analyzes the fulfillment of the objectives set out in the curriculum. If the student can demonstrate that he has learned the stipulated concepts, he will obtain a good qualification. On the contrary, if you cannot prove that the learning has been successful, will fail. Failure to pass the hetero-evaluation reveals that the student has not yet developed the expected competencies.

Let us return for a moment to the concept of self-evaluation and add that of co-evaluation, to define them briefly and contrast them with that of hetero-evaluation:

* self-assessment consists of giving the student the can to determine the degree of correctness of your own work. Whether it is an exam or a research document, the objective of this educational proposal is that it assumes the responsibility of detecting and pointing out its own errors before the teacher and, in general, the rest of the class;

Heteroevaluation* the co-evaluationInstead, it consists of asking all students to rate each other. In this case it is necessary to provide a series of tools before starting the process, so that they have a procedural guide and know how to express the results to their colleagues.

One of the advantages of self-evaluation is the testing of sincerity: the student must maturely face his own mistakes instead of trying to hide them. This helps you understand that perfection is not the goal of teaching, but overcoming obstacles through effort. Co-evaluation serves to promote communication between students and can enrich their ability to speak when confronted with unusual situations: they are usually the recipients of the verdict, but suddenly they become the issuers.

Thanks to hetero-evaluation, it is also possible to break down the barriers of traditional education, which put the teacher as the only actor in the evaluation of their students. While this structure falls within the definition of hetero-evaluation, to take advantage of all that this process can offer us, it is important to include more agents, such as the student’s parents or even the rest of the teaching staff.

We must not forget that in the scientific field it is common to carry out at least one check before storing a Outcome. Well, the same should happen in education. Why not invite language, geography, and psychology teachers to evaluate a student’s performance on an oral history exam? The opinion of each one can be enriching for all parties.