Evaluación formativa para el desarrollo de las habilidades de pensamiento
The research arises from the need to identify the dimensions that influence the poor academic performance of students with respect to the development of competency-based evaluations that require the development of students' thinking skills. This research work reveals the results of a qualitativ...
- Autores:
-
Mesino Mosquera, Laura
Araujo Iglesias, Johannys
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9118
- Acceso en línea:
- https://hdl.handle.net/11323/9118
https://repositorio.cuc.edu.co/
- Palabra clave:
- Formative evaluation
Thinking skills
Teaching management
Activities by competencies
Evaluación formativa
Habilidades de pensamiento
Gestión docente
Actividades por competencias
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The research arises from the need to identify the dimensions that influence the poor academic performance of students with respect to the development of competency-based evaluations that require the development of students' thinking skills. This research work reveals the results of a qualitative-based analytical descriptive study carried out in an official educational institution in the city of Barranquilla (Colombia), which had as actors eight teachers from the secondary school; with the objective of basing the formative evaluation for the development of thinking skills, characterizing the teacher's management in the classroom, by defining the factors that inhibit the implementation of formative evaluation as a strategy for the development of thinking skills and analyzing the relevance of the design of the evaluations to achieve it. According to the experiential introspective work approach and with a qualitative paradigm, for the collection of information, we worked with the techniques of documentary review, semi-structured interview and discussion group; while, for its analysis, the technique of categorization / systematization / triangulation of meanings was used. In the results obtained, most of the teacher’s state that they apply the formative evaluation frequently, however, many of them develop the activities by competences once a period, due to the lack of time and the inexistence of institutional policies for the development of skills. Trainings that strengthen teacher training specifically on the topics of: Formative evaluation and thinking skills. |
|---|