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Las nuevas medidas legislativas impelidas por el gobierno español así como la constante autoevaluación institucional que los propios centros educativos realizan (ya sea por una mera cuestión burocrática, o por un verdadero interés propio de ahondamiento institucional ), están llevando al término calidad a una continua re-exploración de significados que se traduce, o al menos intenta traducirse, en la mejora y perfeccionamiento de todos los estamentos, grupos, competencias, actividades, funciones, etc. que desde los centros educativos deberían implementarse. 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Es responsabilidad del evaluador o del equipo seleccionar las técnicas más apropiadas para cada caso. De una elección correcta dependerá en alto grado el éxito de la evaluación."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"14489"},["text","2011"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"14490"},["text","Departamento de matemáticas, universidad de Sonora"]]]]]]],["tagContainer",["tag",{"tagId":"5375"},["name","instrumentos de evaluación"]],["tag",{"tagId":"5686"},["name","técnicas de evaluación educatiba"]]]],["item",{"itemId":"2896","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"2806"},["src","https://bvhumanidades.usac.edu.gt/files/original/e4ac804513e1531186bb5311bb564523.pdf"],["authentication","1ef04d6bc2f8f9e9a9cf141d4f08f7b2"]]],["collection",{"collectionId":"5"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Para ello, se acudió a las herramientas que ofrecen las Buenas Prácticas en Educación (BPE), intentando identificar sus términos más usuales, los procesos y procedimientos más adecuados para asegurar estas prácticas; las fuentes de confusión y los errores más comunes que las desnaturalizan, así como el impacto social de un servicio educativo mal producido. Y, además, se intenta valorar la importancia y la utilidad de las BPE para el diagnóstico, diseño, desarrollo, aplicación y control del trabajo pedagógico; el uso correcto de la documentación y la función que representan las áreas de evaluación e investigación para el aseguramiento de la calidad durante el proceso de obtención de un servicio eficaz, eficiente, pertinente y relevante. 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En primer lugar porque mucho se ha escrito, se ha dicho y reiterado respecto de la importancia, necesidad y valor de la evaluación institucional sin que esas palabras alcancen más realidad que la del texto. En la práctica, en las escuelas es todavía una expresión de deseo, una necesidad o, en muchos casos, un discurso externo y extraño del que puede prescindirse para que la escuela siga haciendo lo que hace. 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