Open AccessEvaluación Formativa y Compartida en Educación Infantil. Revisión de una Experiencia Didáctica
Author(s) -
Sofia García Herranz,
Víctor Manuel López-Pastor
Publication year - 2015
Publication title -
qualitative research in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.222
H-Index - 2
ISSN - 2014-6418
DOI - 10.17583/qre.2015.1269
Subject(s) - formative assessment , psychology , autonomy , pedagogy , experiential learning , categorization , mathematics education , political science , computer science , artificial intelligence , law
This study examines the processes and results of implementing formative and co-assessment with a group of 14 Spanish students in the second cycle of pre-school education (5-6 years of age). The aim is to determine the degree of effectiveness of the project. The teaching methodology used in the experience is predominantly experiential, engaging a wide range of the students’ senses and based on their interests and motivations. A qualitative research methodology is used including; teacher’s journal, photos, video recordings and observation sheets. The analysis is conducted through an emerging process of categorization. The results show that formative and co-assessment increase student motivation, autonomy, commitment to the task and self-improvement. They also encourage the teacher’s professional development by providing a processes of reflection and improvement on their own practice. In conclusion, we maintain that it is viable to develop formative and co-assessment processes in early childhood education and that they have a positive influence on the learning and autonomy of students, as well improving the climate in the classroom, provided that the assessment system implemented is consistent with the rest of didactic methodology.