Published 2025-12-11
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Artículo de reflexión

Embracing complexity

DOI: https://doi.org/10.22490/28057597.10011
Catalina Flórez-Riascos Universidad Nacional Abierta y a Distancia

This paper explores the evolving role of English educators and assessment through the lens of complexity theory. Traditional education has always prioritized efficiency in evaluation, rejecting the unpredictability and multidimensional nature of learners. Complexity theory views learning as a dynamic, context-driven process, which requires assessment methods that reflect authentic engagement. Teachers are repositioned as mediators and reflective practitioners, shaping evaluation practices that align with emergent learning models. By incorporating insights from Complexity Theory and Díaz Larenas et al. (2021)’s principles of English assessment instruments, this reflection article examines how educators can reimagine how they think about their role as teachers and how they assess to enhance meaningful learning experiences and achieve authentic evaluation.

keywords: Authentic assessment methods, Complexity Theory, formative assessment, role of teachers, mediation
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How to Cite

Flórez-Riascos, C. (2025). Embracing complexity: the task of 21st century teachers of adapting to complex systems. EducAcción Sentipensante, 5(2), 193-203. https://doi.org/10.22490/28057597.10011
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