Desarrollo de la evaluación formativa por docentes de cuarto grado de educación primaria. Estudio de caso
Fecha
2021
Autores
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo como objetivo general diagnosticar el desarrollo de la evaluación formativa en una institución educativa primaria pública de la región Puno, a partir de la perspectiva de los docentes en un contexto de educación remota y en pandemia. La investigación se realizó desde el paradigma interpretativo, enfoque cualitativo, con un alcance descriptivo, siendo un estudio transversal que consideró el período octubre-noviembre del año 2020. Se utilizó como método el estudio de caso y fueron utilizados como técnicas para recoger la información la observación y la entrevista. La muestra estuvo conformada por dos docentes de género femenino, del cuarto grado de educación primaria. El muestreo fue no probabilístico intencional. Los resultados muestran que los docentes presentan una concepción dominante de evaluación formativa desde el marco socioconstructivista. También se encontró que en sus prácticas evaluativas siguen cinco fases: 1.- comunicar el propósito de aprendizaje y los criterios de evaluación, 2.- obtener la evidencia de aprendizaje, 3.- interpretar la evidencia de aprendizaje, 4.- fomentar la autoevaluación y 5.- retroalimentar, aunque esta última fase es una de las que más dificultades muestra, en consecuencia, implementan el Feed Up, con dificultades el Feed Back, pero no el Feed Forward.
The general objective of this research was to diagnose the development of formative evaluation in a public primary educational institution in the Puno region, from the perspective of teachers in a remote education context and in a pandemic. The research was carried out from the interpretive paradigm, qualitative approach, with a descriptive scope, being a cross-sectional study that considered the period October-November of the year 2020. The case study was used as a method and they were used as techniques for the collection of information observation and interview. The sample consisted of two female teachers from the fourth grade of primary education. The sampling was intentional non-probability. The results show that teachers present a dominant conception of formative evaluation from the socio-constructivist framework. It was also found that in their evaluative practices they follow five phases: 1.-communicate the purpose of learning and evaluation criteria, 2.-obtain the learning evidence, 3.-interpret the learning evidence, 4.-promote self-evaluation and 5.-feedback, although this last phase is one of the most difficult, consequently, they implement Feed Up, with Feed Back difficulties, but not Feed Forward.
The general objective of this research was to diagnose the development of formative evaluation in a public primary educational institution in the Puno region, from the perspective of teachers in a remote education context and in a pandemic. The research was carried out from the interpretive paradigm, qualitative approach, with a descriptive scope, being a cross-sectional study that considered the period October-November of the year 2020. The case study was used as a method and they were used as techniques for the collection of information observation and interview. The sample consisted of two female teachers from the fourth grade of primary education. The sampling was intentional non-probability. The results show that teachers present a dominant conception of formative evaluation from the socio-constructivist framework. It was also found that in their evaluative practices they follow five phases: 1.-communicate the purpose of learning and evaluation criteria, 2.-obtain the learning evidence, 3.-interpret the learning evidence, 4.-promote self-evaluation and 5.-feedback, although this last phase is one of the most difficult, consequently, they implement Feed Up, with Feed Back difficulties, but not Feed Forward.
Descripción
Palabras clave
Evaluación formativa, Evaluación educativa, Profesores, Educación básica primaria, Educación
Citación
Huanca, J. (2021). Desarrollo de la evaluación formativa por docentes de cuarto grado de educación primaria. Estudio de caso [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2343