{"id":35729,"date":"2026-06-16T08:40:09","date_gmt":"2026-06-16T06:40:09","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=35729"},"modified":"2026-06-16T08:40:20","modified_gmt":"2026-06-16T06:40:20","slug":"el-46","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-46\/","title":{"rendered":"El 4,6"},"content":{"rendered":"

Imatge creada per IA.<\/p>\n

 <\/p>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Dan Claras\u00f3 Sanz<\/strong><\/p>\n

 <\/p>\n

Quan vaig acabar de corregir l\u2019\u00faltim examen de matem\u00e0tiques de 2n de batxillerat, l\u2019institut ja estava mig buit.<\/p>\n

Feia dies que viv\u00edem instal\u00b7lats en aquell ritme absurd de final de curs. Tancar notes, revisar recuperacions, respondre correus de fam\u00edlies, preparar juntes d\u2019avaluaci\u00f3 i intentar arribar sencers a juny. A la sala de professors nom\u00e9s qued\u00e0vem els de sempre, arrossegant caf\u00e8s freds i discutint decimals.<\/p>\n

Vaig tornar a revisar l\u2019examen.<\/p>\n

4,6.<\/p>\n

Ni un 3. Ni un desastre. Ni un alumne absent durant el curs. Un 4,6 d\u2019aquells que et deixen mal cos perqu\u00e8 saps perfectament qu\u00e8 passar\u00e0 despr\u00e9s.<\/p>\n

Vaig repassar els exercicis una altra vegada, m\u00e9s lentament. Hi havia procediments ben encaminats que acabaven en errors de c\u00e0lcul, resultats correctes sense justificaci\u00f3 suficient i algunes preguntes directament en blanc. El tipus d\u2019examen que qualsevol professor identifica de seguida, no \u00e9s arbitrarietat; \u00e9s simplement que no arriba.<\/p>\n

Vaig tancar la carpeta i vaig entrar la nota.<\/p>\n

L\u2019endem\u00e0 va venir el primer correu.<\/p>\n

La fam\u00edlia demanava \u201cuna revisi\u00f3\u201d. No parlaven de cap error concret. No q\u00fcestionaven cap criteri. No hi havia cap problema amb els percentatges ni amb el c\u00e0lcul. L\u2019argument era un altre: que el noi s\u2019hi havia esfor\u00e7at molt, que havia anat a classes particulars, que nom\u00e9s li quedava aquella assignatura i que sense el t\u00edtol no podria presentar-se a les PAU del juny.<\/p>\n

Fa anys, aquestes converses eren excepcionals. Ara formen part del calendari escolar tant com les avaluacions o les col\u00f2nies.<\/p>\n

Vaig revisar-ho tot igualment.<\/p>\n

Els criteris eren els mateixos per tothom. Els ex\u00e0mens tamb\u00e9. Les recuperacions tamb\u00e9. El departament hi estava d\u2019acord. Ning\u00fa discutia realment la correcci\u00f3 acad\u00e8mica de la nota.<\/p>\n

Per\u00f2 al cap de dos dies ja no parl\u00e0vem de matem\u00e0tiques.<\/p>\n

Parl\u00e0vem de reclamacions, d\u2019inspecci\u00f3, de procediments, de si tota la documentaci\u00f3 s\u2019havia publicat exactament com tocava, de si els criteris eren prou accessibles, de si valia la pena \u201carribar fins al final per quatre d\u00e8cimes\u201d .<\/p>\n

I en algun moment, sense saber exactament quan, la pregunta va deixar de ser:
\n\u2014Aquest alumne ha assolit els coneixements necessaris?<\/p>\n

Per convertir-se en:
\n\u2014Realment voleu mantenir aquest conflicte?<\/p>\n

\u00c9s una pregunta que apareix massa sovint als centres.<\/p>\n

No sempre formulada aix\u00ed, \u00e9s clar. A vegades adopta formes m\u00e9s elegants:
\n\u201cPotser caldria ser flexibles.\u201d
\n\u201c\u00c9s un cas excepcional.\u201d
\n\u201cJa sabeu com est\u00e0 inspecci\u00f3.\u201d
\n\u201cPer quatre d\u00e8cimes no li destrossem el futur.\u201d<\/p>\n

I \u00e9s aqu\u00ed on el sistema comen\u00e7a a fer-se mal a si mateix.<\/p>\n

Perqu\u00e8 les reclamacions existeixen per corregir errors, no per negociar qualificacions. Existeixen per protegir l\u2019objectivitat de l\u2019avaluaci\u00f3, no per substituir-la per una l\u00f2gica de pressi\u00f3, desgast i gesti\u00f3 del conflicte.<\/p>\n

Quan una nota acaba depenent de qui insisteix m\u00e9s, de qui coneix millor el procediment o de quin equip directiu t\u00e9 menys ganes de discutir, l\u2019avaluaci\u00f3 deixa de ser un criteri acad\u00e8mic i es converteix en una relaci\u00f3 de forces.<\/p>\n

I aix\u00f2 el professorat ho nota.<\/p>\n

Ho nota quan comen\u00e7a a pensar si val la pena suspendre segons qui.
\nHo nota quan cada decisi\u00f3 acad\u00e8mica pot acabar convertida en un expedient defensiu.
\nHo nota quan la direcci\u00f3 ja no pregunta \u201c\u00e9s correcta la qualificaci\u00f3?\u201d, sin\u00f3 \u201cpodem tancar aix\u00f2 r\u00e0pid?\u201d.<\/p>\n

El m\u00e9s trist \u00e9s que gaireb\u00e9 mai ning\u00fa diu expl\u00edcitament que el professor s\u2019ha equivocat.<\/p>\n

Nom\u00e9s es deixa caure que, potser, per evitar problemes, seria millor trobar una altra soluci\u00f3.<\/p>\n

I aix\u00ed, lentament, l\u2019autoritat t\u00e8cnica docent es va convertint en una autoritat provisional, condicionada, negociable.<\/p>\n

Tot sovint per quatre d\u00e8cimes.<\/p>\n

I llavors em ve al cap un altre alumne.<\/p>\n

No el que reclama. No el que presenta recursos. No el que t\u00e9 una fam\u00edlia disposada a arribar fins on calgui.<\/p>\n

Penso en aquell alumne que accepta la qualificaci\u00f3 que ha obtingut. Que ent\u00e9n que aprovar i suspendre formen part del proc\u00e9s d’aprendre. Que assumeix els seus errors, es presenta a la recuperaci\u00f3 i torna a intentar-ho.<\/p>\n

Quin missatge li estem enviant?<\/p>\n

Qu\u00e8 apr\u00e8n quan veu que la persist\u00e8ncia pot acabar pesant m\u00e9s que els resultats? Qu\u00e8 apr\u00e8n quan observa que alguns conflictes es resolen no perqu\u00e8 hi hagi hagut un error, sin\u00f3 perqu\u00e8 resulta m\u00e9s c\u00f2mode evitar-los?<\/p>\n

L’escola no nom\u00e9s transmet coneixements, tamb\u00e9 transmet valors. I entre aquests valors hi hauria d’haver el respecte pels procediments, la igualtat de tracte i l’acceptaci\u00f3 de les conseq\u00fc\u00e8ncies dels propis actes.<\/p>\n

Per aix\u00f2 em preocupa que, de vegades, acabem ensenyant una lli\u00e7\u00f3 diferent.<\/p>\n

Que les normes s\u00f3n relatives.<\/p>\n

Que sempre hi ha una excepci\u00f3.<\/p>\n

Que la insist\u00e8ncia pot ser m\u00e9s efica\u00e7 que la ra\u00f3.<\/p>\n

Que qui t\u00e9 m\u00e9s recursos, m\u00e9s temps o m\u00e9s capacitat de pressi\u00f3 acostuma a obtenir millors resultats.<\/p>\n

I potser el problema no \u00e9s aquell 4,6.<\/p>\n

Potser el problema \u00e9s tot all\u00f2 que els nostres alumnes aprenen quan deixem d’avaluar-los amb els mateixos criteris per a tothom.<\/p>\n

I aix\u00ed es perd molt m\u00e9s que una nota.<\/p>\n

Aquesta \u00e9s una hist\u00f2ria ver\u00eddica d\u2019un company d\u2019aula. I tamb\u00e9 una hist\u00f2ria que s\u2019est\u00e0 repetint aquests dies a molt Instituts del pa\u00eds.<\/em><\/p>\n

\n

Font: educational EVIDENCE<\/strong><\/p>\n

Drets: Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Quan vaig acabar de corregir l\u2019\u00faltim examen de matem\u00e0tiques de 2n de batxillerat, l\u2019institut ja estava mig buit. Feia dies que viv\u00edem instal\u00b7lats en aquell ritme absurd de final de curs. Tancar notes, revisar recuperacions, respondre correus de fam\u00edlies, preparar juntes d\u2019avaluaci\u00f3 i intentar arribar sencers a juny. A la sala de professors nom\u00e9s qued\u00e0vem els de sempre, arrossegant caf\u00e8s freds i discutint decimals.<\/p>\n","protected":false},"author":4,"featured_media":35733,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[245],"tags":[4597,312,4572,4570],"class_list":["post-35729","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-avaluacio","tag-batxillerat","tag-criteri-academic","tag-examen"],"yoast_head":"\nEl 4,6 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Quan vaig acabar de corregir l\u2019\u00faltim examen de matem\u00e0tiques de 2n de batxillerat, l\u2019institut ja estava mig buit.Feia dies que viv\u00edem instal\u00b7lats en aquell ritme absurd de final de curs. 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