La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar
La evaluación del aprendizaje es objeto de constante análisis y reflexión. Con la puesta en marcha de este proyecto de investigación/intervención en la institución educativa “Antonia Santos” ubicada en Montería Colombia, se tienen como propósitos generar espacios para la reflexión y transformación d...
- Autores:
-
Caballero Guevara, Adelina Beatriz
Arango González, Luz Mary
Jiménez Luna, René José
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2017
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Universidad Santo Tomás
- Idioma:
- OAI Identifier:
- oai:repository.usta.edu.co:11634/9513
- Acceso en línea:
- http://hdl.handle.net/11634/9513
- Palabra clave:
- Didactics
Evaluation
Research/Intervention
Formative
On going
Teaching-Learning
Didactic Feedback
Complex-Systemic
Co-Evaluation
Rubric
Self-Evaluation
Evaluación académica
Procesos de aprendizaje
Autoevaluación
Didáctica
Evaluación
Investigación/intervención
Formativa
Procesual
Enseñanza
Aprendizaje
Retroalimentación didáctica
Sistémico complejo
Coe y autoevaluación
Rúbrica
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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|
dc.title.spa.fl_str_mv |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
title |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
spellingShingle |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar Didactics Evaluation Research/Intervention Formative On going Teaching-Learning Didactic Feedback Complex-Systemic Co-Evaluation Rubric Self-Evaluation Evaluación académica Procesos de aprendizaje Autoevaluación Didáctica Evaluación Investigación/intervención Formativa Procesual Enseñanza Aprendizaje Retroalimentación didáctica Sistémico complejo Coe y autoevaluación Rúbrica |
title_short |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
title_full |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
title_fullStr |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
title_full_unstemmed |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
title_sort |
La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar |
dc.creator.fl_str_mv |
Caballero Guevara, Adelina Beatriz Arango González, Luz Mary Jiménez Luna, René José |
dc.contributor.advisor.spa.fl_str_mv |
Pérez López, Carlos Andrés Noreña Noreña, Néstor Mario |
dc.contributor.author.spa.fl_str_mv |
Caballero Guevara, Adelina Beatriz Arango González, Luz Mary Jiménez Luna, René José |
dc.subject.keyword.spa.fl_str_mv |
Didactics Evaluation Research/Intervention Formative On going Teaching-Learning Didactic Feedback Complex-Systemic Co-Evaluation Rubric Self-Evaluation |
topic |
Didactics Evaluation Research/Intervention Formative On going Teaching-Learning Didactic Feedback Complex-Systemic Co-Evaluation Rubric Self-Evaluation Evaluación académica Procesos de aprendizaje Autoevaluación Didáctica Evaluación Investigación/intervención Formativa Procesual Enseñanza Aprendizaje Retroalimentación didáctica Sistémico complejo Coe y autoevaluación Rúbrica |
dc.subject.lemb.spa.fl_str_mv |
Evaluación académica Procesos de aprendizaje Autoevaluación |
dc.subject.proposal.spa.fl_str_mv |
Didáctica Evaluación Investigación/intervención Formativa Procesual Enseñanza Aprendizaje Retroalimentación didáctica Sistémico complejo Coe y autoevaluación Rúbrica |
description |
La evaluación del aprendizaje es objeto de constante análisis y reflexión. Con la puesta en marcha de este proyecto de investigación/intervención en la institución educativa “Antonia Santos” ubicada en Montería Colombia, se tienen como propósitos generar espacios para la reflexión y transformación del sentido de la evaluación del aprendizaje, fomentar una evaluación formativa y procesual que legitime a sus actores contribuyendo al proceso de enseñanza-aprendizaje y finalmente, implementar la retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar. La fundamentación teórica se sustentó en Morín (1994), Sandoval (2002), Camilloni (2008), Castillo y Cabrerizo (2010), Tobón et al. (2010), Touriñán (2011), Standaert y Troch (2011), Castañeda (2013), Civarolo et al. (2014), entre otros autores, que consideramos pueden contribuir a estos propósitos. La apuesta metodológica que se plantea es cualitativa y en ella se desarrollan espacios conversacionales, cartografía social, entrevistas no estructurada, equipos reflexivos, árbol categorial, matriz de coherencia y matriz de categorías. Con todo esto en mente, se propone una intervención en los procesos evaluativos del aula escolar desde el enfoque sistémico complejo, donde se pone en manifiesto la retroalimentación como estrategia didáctica, orientada por ejercicios de auto y coevaluación que retoman la rúbrica comprensiva o analítica como herramientas de evaluación formativa. Consideramos que la retroalimentación provoca una interacción sistémica dentro del proceso evaluativo, a través de ella, es posible una relación en doble sentido que nutre tanto el aprendizaje del estudiante como el proceso de enseñanza que orienta el docente, fortaleciéndose así el proceso de enseñanza aprendizaje. |
publishDate |
2017 |
dc.date.accessioned.spa.fl_str_mv |
2017-10-18T19:13:00Z |
dc.date.available.spa.fl_str_mv |
2017-10-18T19:13:00Z |
dc.date.issued.spa.fl_str_mv |
2017 |
dc.type.none.fl_str_mv |
master thesis |
dc.type.local.spa.fl_str_mv |
Tesis de maestría |
dc.type.version.none.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
dc.type.coar.none.fl_str_mv |
http://purl.org/coar/resource_type/c_bdcc |
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info:eu-repo/semantics/masterThesis |
format |
http://purl.org/coar/resource_type/c_bdcc |
status_str |
acceptedVersion |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/11634/9513 |
dc.identifier.repourl.spa.fl_str_mv |
repourl:https://repository.usta.edu.co |
url |
http://hdl.handle.net/11634/9513 |
identifier_str_mv |
repourl:https://repository.usta.edu.co |
dc.rights.*.fl_str_mv |
Atribución-NoComercial-SinDerivadas 2.5 Colombia |
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http://creativecommons.org/licenses/by-nc-nd/2.5/co/ |
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Abierto (Texto Completo) |
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info:eu-repo/semantics/openAccess |
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http://purl.org/coar/access_right/c_abf2 |
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Atribución-NoComercial-SinDerivadas 2.5 Colombia http://creativecommons.org/licenses/by-nc-nd/2.5/co/ Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf |
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institution |
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Pérez López, Carlos AndrésNoreña Noreña, Néstor MarioCaballero Guevara, Adelina BeatrizArango González, Luz MaryJiménez Luna, René José2017-10-18T19:13:00Z2017-10-18T19:13:00Z2017http://hdl.handle.net/11634/9513repourl:https://repository.usta.edu.coLa evaluación del aprendizaje es objeto de constante análisis y reflexión. Con la puesta en marcha de este proyecto de investigación/intervención en la institución educativa “Antonia Santos” ubicada en Montería Colombia, se tienen como propósitos generar espacios para la reflexión y transformación del sentido de la evaluación del aprendizaje, fomentar una evaluación formativa y procesual que legitime a sus actores contribuyendo al proceso de enseñanza-aprendizaje y finalmente, implementar la retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar. La fundamentación teórica se sustentó en Morín (1994), Sandoval (2002), Camilloni (2008), Castillo y Cabrerizo (2010), Tobón et al. (2010), Touriñán (2011), Standaert y Troch (2011), Castañeda (2013), Civarolo et al. (2014), entre otros autores, que consideramos pueden contribuir a estos propósitos. La apuesta metodológica que se plantea es cualitativa y en ella se desarrollan espacios conversacionales, cartografía social, entrevistas no estructurada, equipos reflexivos, árbol categorial, matriz de coherencia y matriz de categorías. Con todo esto en mente, se propone una intervención en los procesos evaluativos del aula escolar desde el enfoque sistémico complejo, donde se pone en manifiesto la retroalimentación como estrategia didáctica, orientada por ejercicios de auto y coevaluación que retoman la rúbrica comprensiva o analítica como herramientas de evaluación formativa. Consideramos que la retroalimentación provoca una interacción sistémica dentro del proceso evaluativo, a través de ella, es posible una relación en doble sentido que nutre tanto el aprendizaje del estudiante como el proceso de enseñanza que orienta el docente, fortaleciéndose así el proceso de enseñanza aprendizaje.The learning evaluation process is an issue of constant analysis and reflection. By Launching this research/intervention project at Institución Educativa Antonia Santos in Montería, Colombia, we aim to generate spaces of reflection and transformation about the meaning of learning evaluation to promote formative and on ongoing evaluation that legitimizes its actors contributing to the teaching-learning process and finally implement feedback as a didactic strategy to strengthen evaluation practices in the classroom. The theoretical framework was based on Morín (1994), Sandoval (2002), Camilloni (2008), Castillo and Cabrerizo (2010), Tobón et al. (2010), Touriñán (2011), Standaert & amp; Troch (2011), Castañeda (2013), Civarolo et al. (2014), among other authors, who are considered important authors that contribute to these purposes. The methodological approach suggested is qualitative and it develops conversational spaces, social cartographies, unstructured interviews, reflective teams, a categorical tree, coherence matrix and category matrix. With all this in mind, an intervention on the evaluation processes that takes place in the classroom is proposed from a complex-systemic approach where feedback is manifested as a didactic strategy oriented by exercises of co-evaluation and self-evaluation that retake the comprehensive or analytical rubrics as formative evaluation tools. Feedback is considered to cause a systematic interaction within the evaluation process. Through it, it is possible to have a relationship in two directions that nurtures both the student’s learning process and the teaching process that the teacher guides; strengthening in this way, the teaching process.Maestríaapplication/pdfAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolarmaster thesisTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisDidacticsEvaluationResearch/InterventionFormativeOn goingTeaching-LearningDidactic FeedbackComplex-SystemicCo-EvaluationRubricSelf-EvaluationEvaluación académicaProcesos de aprendizajeAutoevaluaciónDidácticaEvaluaciónInvestigación/intervenciónFormativaProcesualEnseñanzaAprendizajeRetroalimentación 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