Ruta de evaluación formativa en la resignificación de las prácticas evaluativas de los docentes de básica primaria en tiempos de pandemia
The purpose of this research is to redefine the evaluative practices of elementary school teachers of the IED Josefa María Romero De la Cruz of the municipality of Concordia Magdalena from a formative evaluation route. The methodology used corresponds to the socio-critical paradigm, with a qualitati...
- Autores:
-
Santander Palmera, Yenis
Ríos Hernández, Jhon
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8056
- Acceso en línea:
- https://hdl.handle.net/11323/8056
https://repositorio.cuc.edu.co/
- Palabra clave:
- Evaluative practices
Formative evaluation
Learning
Prácticas evaluativas
Evaluación formativa
Aprendizaje
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The purpose of this research is to redefine the evaluative practices of elementary school teachers of the IED Josefa María Romero De la Cruz of the municipality of Concordia Magdalena from a formative evaluation route. The methodology used corresponds to the socio-critical paradigm, with a qualitative approach and an action research method, allowing the description and understanding of the evaluative practices developed by teachers when assessing student learning. Data collection was based on document review, surveys, interviews, focus groups and focus groups. The results demonstrated the insufficient articulation between what teachers express in the interview, what is evidenced in the learning guides in terms of learning assessment and follow-up, and the documents that guide the evaluative task in the institution under investigation. The main conclusion is that the current educational and evaluative models are eminently traditional and aimed at training in competencies that simply do not represent the specific needs of the students, and that the traditional model of education must be transformed from a communicative, democratic, participatory and above all valuative vision of the teaching and learning process, where evaluation ceases to be the purpose and becomes a tool that nurtures and enhances meaningful learning and the integral formation of the subjects. |
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