Assessing Learning in Blind People

Abstract

This article results from research whose objective converges in deepening the assessment processes in blind people, the teaching/learning methodologies, and inclusion. The process revolves around how follow-up and formative evaluation in blind people guarantees an optimal development of the educational processes and a quality education. It has a qualitative approach of descriptive scope and ethnographic design, including observation, surveys (to fourteen lecturers who serve blind students of the BA in Music at the Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá), and documentation analysis techniques. In sum, the results phase defined that, although it should be rooted in pedagogical practices, inclusion still does not reach its pedagogical horizon to serve blind people; hence, in the university, assessment is not based on each individual’ needs, learning pace, and particularities.