<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642022000301120</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i24.401</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores que inciden en la calificación que los docentes asignan a los alumnos]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors that affect the grade that teachers assign to students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores que afetam a classificação que os professores atribuem aos alunos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[José Pérez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[María de los Ángeles López]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitario CIFE  ]]></institution>
<addr-line><![CDATA[Cuernavaca ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>24</numero>
<fpage>1120</fpage>
<lpage>1130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000301120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000301120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000301120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este artículo fue determinar cuáles son las prácticas de evaluación que sustentan la calificación asignada por los profesores a los alumnos y que tan válida y confiable es la información que sustenta la calificación. Se utilizó como metodología el análisis documental para identificar la literatura especializada sobre los factores que influyen en la calificación que los profesores asignan a los alumnos. Se analizaron 27 estudios y se encontró predominio de prácticas no alineadas a los programas de estudio, calificaciones basadas en una mezcla de factores cognitivos y no cognitivos y ausencia de formación en evaluación. Se concluye que es cuestionable la confiabilidad y validez de las calificaciones asignadas por los profesores, es necesario fortalecer la literacidad en evaluación de los docentes y directivos escolares, entrenamiento en prácticas de calificación efectivas y promover la evaluación formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article was to determine the evaluation practices that support the grade assigned by teachers to students and how valid and reliable the information that supports the grade is. Documentary analysis was used as a methodology to identify the specialized literature on the factors that influence the grade that teachers assign to students. Twenty-seven studies were analyzed and a predominance of practices not aligned with the study programs, grades based on a mixture of cognitive and non-cognitive factors, and a lack of evaluation training were found. We concluded that the reliability and validity of the grades assigned by teachers is questionable, it is necessary to strengthen literacy in the evaluation of teachers and school directors, training in effective grading practices and promoting formative evaluation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O propósito deste artigo pode determinar as práticas de avaliação que sustentam a qualificação atribuída pelos docentes aos estudantes e que são válidas e confiáveis e são as informações que sustentam a qualificação. É utilizado como metodologia de análise documental para identificar a literatura especializada sobre os fatores que influenciam na qualificação dos docentes atribuídos aos estudantes. Analisar 27 estudos e encontrar um domínio de práticas não alinhadas com os programas de estúdio, calificações baseadas em uma mezcla de fatores cognitivos e não cognitivos e falta de formação em avaliação. Concluímos que a habilitação e a validade das qualificações designadas para os docentes que podem ser solicitados, é necessário intensificar a alfabetização capacitando a avaliação de docentes e diretores de escola, tornando-as práticas efetivas de qualificação e promovendo a avaliação formativa confiável.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Calificaciones escolares]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[Literacidad]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="en"><![CDATA[School grades]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[Literacy, Teachers]]></kwd>
<kwd lng="pt"><![CDATA[Notas escolares]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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