Editorial Unimagdalena

Description in English: This book conceptualizes curriculum and analyzes various approaches, conceptions, theories, and pedagogical models that inspire curricula, as well as different types of curriculum: comprehensive, contextualized, project-based, inclusive, and humanized. It explains how to formulate standards for knowledge, skills, attitudes, and living together, and how to formulate cognitive, procedural, attitudinal, instructive, educational, and training achievements.The book presents a proposal for macrocurricular didactic design, including the Educational Project of the Institution (PEI), coexistence manual, and study plan; mesocurricular didactic design, including subject or area programs; and microcurricular didactic design, including topic or class plans. It also discusses the indicators, demands, links, moments, activities, and budgets that teachers must consider to prepare and develop quality classes, as well as the methodological procedure for directing meaningful, problematic, and developmental learning (didactic decalogue).Furthermore, it analyzes the relationship between control, evaluation, measurement, verification, and qualification. It reconceptualizes evaluation and explains the purposes, forms, demands, functions, and qualities of evaluation instruments, as well as possible questions for evaluating interpretive, argumentative, and propositional competence. The book proposes a comprehensive evaluation model and a methodological procedure for formative evaluation.