Evaluation: inclusion or exclusion?

Abstract

This article´s author rescues the two most used conceptions of evaluation of human performance: that which intends to examine difficulties and limits in order implement its superation and to provoke inclusion and that which judges and, for this reason, works for exclusion. In addition, the author examines those conceptions working with the three kinds of evaluation: the learning evaluation, the evaluation of performance (in the sense of teaching performance) and institutional evaluation. The author concludes establishing an interesting relation between process of evaluation and process of social stratification.