<?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>S2616-79642022000401679</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i25.445</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[Pérez García]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Ortega]]></surname>
<given-names><![CDATA[María de los Ángeles]]></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>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>25</numero>
<fpage>1679</fpage>
<lpage>1690</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000401679&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000401679&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000401679&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 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 is the information that supports the grade. 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 lack of training in evaluation were found. It is concluded that the reliability and validity of the grades assigned by teachers is questionable, it is necessary to strengthen the assessment literacy of teachers and school administrators, training in effective grading practices and to promote formative assessment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo era determinar as práticas de avaliação que sustentam a classificação dos professores dos alunos e quão válidas e confiáveis são as informações que sustentam a classificação. A análise documental foi utilizada como uma metodologia para identificar a literatura especializada sobre os fatores que influenciam as notas que os professores atribuem aos alunos. Analisamos 27 estudos e encontramos uma predominância de práticas que não estavam alinhadas com o programa, notas baseadas em uma mistura de fatores cognitivos e não cognitivos, e uma falta de treinamento na avaliação. Conclui-se que a confiabilidade e validade das notas atribuídas pelos professores é questionável, é necessário fortalecer a alfabetização dos professores e administradores escolares, treinamento em práticas de classificação eficazes e promover a avaliação formativa.]]></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]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="pt"><![CDATA[Classificação escolar]]></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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