Open Accessformative assessment as systematic practice in higher basic education students
Author(s) -
Gema Tatiana Bravo Cobeña,
Lucía Atenaida Pin García,
Sandra Cristina Solís Pin,
Lubis Carmita Zambrano Montes
Publication year - 2021
Publication title -
international journal of management, it and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2395-7492
DOI - 10.21744/irjmis.v8n2.1100
Subject(s) - formative assessment , rubric , mathematics education , process (computing) , metacognition , computer science , summative assessment , psychology , pedagogy , cognition , neuroscience , operating system
In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.