{"id":3704,"date":"2026-05-23T09:00:02","date_gmt":"2026-05-23T07:00:02","guid":{"rendered":"https:\/\/www.mireiaportero.com\/noticies\/avaluar-sense-fer-mal-com-acompanyar-laprenentatge-sense-etiquetar\/"},"modified":"2025-12-29T13:26:44","modified_gmt":"2025-12-29T12:26:44","slug":"avaluar-sense-fer-mal-com-acompanyar-laprenentatge-sense-etiquetar","status":"publish","type":"post","link":"https:\/\/www.mireiaportero.com\/ca\/metodologies-actives-abp-interdisciplinarietat-innovacio\/avaluar-sense-fer-mal-com-acompanyar-laprenentatge-sense-etiquetar\/","title":{"rendered":"Avaluar sense fer mal: com acompanyar l\u2019aprenentatge sense etiquetar"},"content":{"rendered":"\n<p><strong>Quan avaluar es converteix en etiquetar<\/strong><\/p>\n\n<p>De vegades, sense adonar-nos-en, l\u2019avaluaci\u00f3 deixa de ser una eina d\u2019aprenentatge i es converteix en una forma de classificaci\u00f3. Apareixen etiquetes que pesen m\u00e9s que els mateixos continguts: \u201caquest \u00e9s bo\u201d, \u201caquest no hi arriba\u201d, \u201caquest sempre susp\u00e8n\u201d, \u201caquest mai s\u2019esfor\u00e7a\u201d. <\/p>\n\n<p>El problema no \u00e9s avaluar, sin\u00f3 <strong>reduir una persona a un resultat.<\/strong><br\/>Quan una nota defineix m\u00e9s que el proc\u00e9s, l\u2019alumnat deixa d\u2019aprendre per comen\u00e7ar a protegir-se.<\/p>\n\n<p>I aprendre des de la por mai genera aprenentatge profund.<\/p>\n\n<p><strong>Avaluar \u00e9s acompanyar, no sentenciar<\/strong><\/p>\n\n<p>Avaluar hauria de servir per orientar, ajustar i acompanyar. Per ajudar l\u2019alumnat a entendre on \u00e9s, qu\u00e8 est\u00e0 fent b\u00e9 i qu\u00e8 pot millorar. No per tancar camins, sin\u00f3 per obrir-los.  <\/p>\n\n<p>Una avaluaci\u00f3 que acompanya:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Posa el focus en el proc\u00e9s, no nom\u00e9s en el resultat<\/li>\n\n\n\n<li>Ofereix feedback comprensible i \u00fatil<\/li>\n\n\n\n<li>Permet revisar i millorar<\/li>\n\n\n\n<li>Reconeix l\u2019esfor\u00e7 i el progr\u00e9s<\/li>\n\n\n\n<li>Evita comparacions innecess\u00e0ries<\/li>\n<\/ul>\n\n<p>Quan l\u2019avaluaci\u00f3 es viu com a acompanyament, l\u2019error deixa de fer mal i comen\u00e7a a ensenyar.<\/p>\n\n<p><strong>L\u2019impacte emocional de l\u2019avaluaci\u00f3<\/strong><\/p>\n\n<p>No podem oblidar que avaluar tamb\u00e9 t\u00e9 un impacte emocional. Una correcci\u00f3 mal formulada, una devoluci\u00f3 freda o una nota sense explicaci\u00f3 poden afectar l\u2019autoestima i la motivaci\u00f3 molt m\u00e9s del que imaginem. <\/p>\n\n<p>Per aix\u00f2, avaluar sense fer mal implica cuidar el llenguatge, el to i el moment. Implica preguntar-nos quin missatge rep l\u2019alumnat quan avaluem:<br\/>\u201cno vals\u201d o \u201cest\u00e0s en proc\u00e9s\u201d?<br\/>\u201cno serveixes\u201d o \u201cencara no ho has aconseguit\u201d? <\/p>\n\n<p>El mat\u00eds importa. I molt. <\/p>\n\n<p><strong>DUA, equitat i m\u00faltiples formes de demostrar l\u2019aprenentatge<\/strong><\/p>\n\n<p>Avaluar sense etiquetar implica recon\u00e8ixer que no tothom apr\u00e8n igual ni demostra all\u00f2 apr\u00e8s de la mateixa manera. Des d\u2019una mirada DUA i d\u2019equitat, l\u2019avaluaci\u00f3 ha d\u2019oferir diferents maneres de mostrar l\u2019aprenentatge. <\/p>\n\n<p>No per baixar el nivell, sin\u00f3 per fer-lo just.<br\/>Just amb la diversitat real de l\u2019aula.<\/p>\n\n<p>Acceptar diferents formats, ritmes i suports no \u00e9s fer trampes. \u00c9s <strong>avaluar millor.<\/strong> <\/p>\n\n<p><strong>El docent com a referent \u00e8tic<\/strong><\/p>\n\n<p>Avaluar \u00e9s una responsabilitat \u00e8tica. Cada decisi\u00f3 deixa rastre.<br\/>Per aix\u00f2, el docent no nom\u00e9s avalua continguts, sin\u00f3 que modela una manera de mirar l\u2019altre: amb respecte, amb exig\u00e8ncia justa i amb confian\u00e7a en la capacitat d\u2019aprendre. <\/p>\n\n<p>No es tracta d\u2019eliminar l\u2019avaluaci\u00f3, sin\u00f3 de fer-la m\u00e9s humana, m\u00e9s conscient i m\u00e9s alineada amb el sentit educatiu.<\/p>\n\n<p><strong>Avaluar per fer cr\u00e9ixer<\/strong><\/p>\n\n<p>Avaluar sense fer mal no vol dir avaluar menys. Vol dir avaluar millor.<br\/>Amb m\u00e9s intenci\u00f3, m\u00e9s criteri i m\u00e9s cura. <\/p>\n\n<p>Perqu\u00e8 quan l\u2019avaluaci\u00f3 acompanya, l\u2019alumnat s\u2019atreveix a aprendre.<br\/>I quan s\u2019atreveix a aprendre, l\u2019error deixa de ser una amena\u00e7a i es converteix en cam\u00ed.<\/p>\n\n<p>Educar tamb\u00e9 \u00e9s avaluar.<br\/>Per\u00f2 avaluar, quan educa de veritat, <strong>no etiqueta: impulsa.<\/strong><\/p>\n\n<p>Per accedir a tots els meus perfils, podeu visitar el meu <a href=\"https:\/\/linktr.ee\/mireiaportero\">Linktree<\/a> .<\/p>\n","protected":false},"excerpt":{"rendered":"<p>L\u2019avaluaci\u00f3 \u00e9s un dels actes m\u00e9s poderosos -i alhora m\u00e9s delicats- de l\u2019educaci\u00f3. No perqu\u00e8 determini nom\u00e9s una nota, sin\u00f3 perqu\u00e8 deixa empremta. La manera com avaluem influeix directament en com l\u2019alumnat es percep, es valora i s\u2019enfronta a l\u2019aprenentatge.  <\/p>\n<p>Avaluar no \u00e9s un acte neutre. Pot impulsar\u2026 o pot fer mal. <\/p>\n","protected":false},"author":4,"featured_media":3705,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[49,58],"tags":[],"class_list":["post-3704","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-metodologias-activas-abp-interdisciplinariedad-innovacion","category-metodologies-actives-abp-interdisciplinarietat-innovacio"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u25b7Avaluar sense fer mal: com acompanyar l\u2019aprenentatge sense etiquetar - \u3010 Mireia Portero \u3011<\/title>\n<meta name=\"description\" content=\"L\u2019avaluaci\u00f3 \u00e9s un dels actes m\u00e9s poderosos -i alhora m\u00e9s delicats- de l\u2019educaci\u00f3. No perqu\u00e8 determini nom\u00e9s una nota, sin\u00f3 perqu\u00e8 deixa empremta. La manera com avaluem influeix directament en com l\u2019alumnat es percep, es valora i s\u2019enfronta a l\u2019aprenentatge.  Avaluar no \u00e9s un acte neutre. 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