Prácticas de evaluación formativa de los docentes en la comprensión de textos en diferentes áreas curriculares en estudiantes de quinto grado de una I.E. pública de Lima Metropolitana
Archivos
Fecha
2025
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación analiza las prácticas de evaluación formativa para la comprensión de textos escritos en diferentes áreas curriculares de estudiantes de quinto grado de primaria en una institución educativa pública de Lima Metropolitana. A través de un estudio de caso, se entrevistó a dos docentes experimentadas y se observaron sus clases en las áreas previstas durante visitas sucesivas. Los hallazgos muestran un discurso parcialmente alineado con las prácticas de la evaluación formativa, resaltando el uso predominante de la retroalimentación oral, principalmente en grupos pequeños o en grupo aula durante el proceso de la elaboración de las tareas. Se identificaron oportunidades de mejora, especialmente en el uso de criterios de evaluación y en la incorporación de instrumentos que permitan un análisis más detallado de las evidencias de aprendizaje. La experiencia docente fue un factor clave, ya que ambas mostraron un manejo oportuno de algunas estrategias de retroalimentación, aunque persisten desafíos en su articulación con la autorregulación del aprendizaje. Finalmente, este estudio señala la necesidad de fortalecer las estrategias de evaluación formativa en comprensión de textos escritos y constituye un punto de partida para diseñar intervenciones orientadas a consolidar prácticas evaluativas efectivas en la comprensión de textos de forma transversal en las diversas áreas curriculares.
This research analyzes formative assessment practices for reading comprehension across different curricular areas in fifth-grade students at a public primary school in Lima Metropolitana. Through a case study, two experienced teachers were interviewed, and their classes were observed during successive visits. The findings show a discourse partially aligned with formative assessment practices, with an emphasis on oral feedback, mainly provided to small groups or the entire class during the task development process. Opportunities for improvement were identified, particularly in the use of assessment criteria and the incorporation of instruments that enable a more detailed analysis of learning evidence. The teachers’ professional experience was a key factor, as both demonstrated timely use of feedback strategies. However, challenges persist in linking these strategies to processes of learning self-regulation. This study highlights the need to strengthen formative assessment and feedback strategies related to reading comprehension. It also provides a basis for designing interventions aimed at consolidating effective assessment practices across curricular areas. These findings suggest the importance of reinforcing reflective and critical thinking skills in students through improved assessment approaches integrated into the teaching and learning process.
This research analyzes formative assessment practices for reading comprehension across different curricular areas in fifth-grade students at a public primary school in Lima Metropolitana. Through a case study, two experienced teachers were interviewed, and their classes were observed during successive visits. The findings show a discourse partially aligned with formative assessment practices, with an emphasis on oral feedback, mainly provided to small groups or the entire class during the task development process. Opportunities for improvement were identified, particularly in the use of assessment criteria and the incorporation of instruments that enable a more detailed analysis of learning evidence. The teachers’ professional experience was a key factor, as both demonstrated timely use of feedback strategies. However, challenges persist in linking these strategies to processes of learning self-regulation. This study highlights the need to strengthen formative assessment and feedback strategies related to reading comprehension. It also provides a basis for designing interventions aimed at consolidating effective assessment practices across curricular areas. These findings suggest the importance of reinforcing reflective and critical thinking skills in students through improved assessment approaches integrated into the teaching and learning process.
Descripción
Palabras clave
Evaluación formativa, Comprensión de lectura, Educación básica primaria, Lima Metropolitana, Área (Perú), Educación
Citación
Garcia, R. y Huaman, M. (2025). Prácticas de evaluación formativa de los docentes en la comprensión de textos en diferentes áreas curriculares en estudiantes de quinto grado de una I.E. pública de Lima Metropolitana [Trabajo de investigación de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM.https://hdl.handle.net/20.500.12833/2785