Diagnostic evaluation for strengthening the teaching-learning process

https://doi.org/10.21744/irjeis.v6n3.915

Authors

  • Gabriela Maricela Sánchez Hidrovo Pontificia Universidad Católica del Ecuador sede Manabí, Ecuador
  • Martha Elizabeth Mendoza Macías Pontificia Universidad Católica del Ecuador sede Manabí, Ecuador
  • Katy Yadira Pinargote Baque Pontificia Universidad Católica del Ecuador sede Manabí, Ecuador
  • Cristina Alexandra Escobar Valdez Pontificia Universidad Católica del Ecuador sede Manabí, Ecuador

Keywords:

diagnostic evaluation, prior knowledge, process evaluation, significant learning, teaching-learning

Abstract

In this research, which aims to identify the application of diagnostic evaluation to strengthen the teaching-learning process in students. He focused on the diagnostic evaluation and what is the correct way to perform it, to strengthen the teaching-learning process by improving the techniques and methods that are used to achieve positive results in this process, concluding that teacher training is very important for the application of the instruments that facilitate the taking of the diagnostic test, however, have not been trained. The study has been an exploratory type with a quantitative approach, using scientific, analytical, and synthetic methods. To base the research, the bibliographic method was used and as a study technique the survey was used, in which questions were formulated according to the study variables. The results guide the improvement of students' cognitive meta strategies and guide both teaching and their school learning.

Downloads

Download data is not yet available.

References

Alcivar, C. M. M., Quimi, T. L. I., & Barberan, M. F. Z. (2020). The motivation and its importance in the teaching-learning process. International Research Journal of Management, IT and Social Sciences, 7(1), 138-144. https://doi.org/10.21744/irjmis.v7n1.832

Ander, E. (2012). The scientific attitude as a lifestyle. UPTAEB, 16(12), 149-164.

Anderson, R. C., & Ausubel, D. P. (2006). Readings in the psychology of cognition. Holt, Rinehart and Winston, 1965. Original from the University of Michigan Digitized Jun, 13, 13.

Arriaga, M. (2015). Educational diagnosis is an important tool to raise the quality of education in the hands of teachers. Athens, 3(31), 63-74.

Ausebel, D. (1976). Educational Psychology: a cognitive point of view. Madrid: Red Point.

Bombelli, E., & Bomberis, J. (2012). Importance of diagnostic evaluation in higher level subjects in Pre-University knowledge. GPT People Management and Technology Magazine / Issue No. 13.

Britton, B. K., & Tesser, A. (1982). Effects of prior knowledge on use of cognitive capacity in three complex cognitive tasks. Journal of verbal learning and verbal behavior, 21(4), 421-436. https://doi.org/10.1016/S0022-5371(82)90709-5

Cappelleri, J. C., Rosen, R. C., Smith, M. D., Mishra, A., & Osterloh, I. H. (1999). Diagnostic evaluation of the erectile function domain of the International Index of Erectile Function. Urology, 54(2), 346-351. https://doi.org/10.1016/S0090-4295(99)00099-0

Chamoso, J. M., Cáceres, M. J., & Azcárate, P. (2012). Reflection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reflect. Teaching and Teacher Education, 28(2), 154-164. https://doi.org/10.1016/j.tate.2011.08.003

Cruz, R. (2014). The importance of diagnostic evaluation in education.

El Comercio. (2018). Trade. Diagnostic tests to start the year.

Escamilla, A; Lagare, AR. (2006). The LOE: Pedagogical and historical perspective. Glossary of essential terms. Barcelona: Graó.

Heinonen, S., Ryynänen, M., Kirkinen, P., & Saarikoski, S. (1996). Perinatal diagnostic evaluation of velamentous umbilical cord insertion: clinical, Doppler, and ultrasonic findings. Obstetrics & Gynecology, 87(1), 112-117. https://doi.org/10.1016/0029-7844(95)00339-8

Henao, J. (2016). What is the diagnostic evaluation and how it works. Accessed on December 10, 2019,

Hernández, S., Fernández, C., & Baptista, L. (2010). Investigation methodology. Mexico City: McGraw-Hill.

Herrera, L., & Lorenzo, O. (2009). Learning strategies in university students. A contribution to the construction of the European Higher Education Area. Innovation and educational experiences, 12(3), 1-14.

Lázaro, S., Rubio, E., Juárez, A., & Martín, JP (2007). Learning the Practice of Social Work. Madrid, Kingdom of Spain: RB Servicios Editorialiales, SL

Ministry of Education of Ecuador. (2013). Diagnostic evaluation.

Moreira, MA, & Masini, EA (1982). Meaningful apprenticeship: a theory of apprenticeship by David Ausubel. São Paulo

Muñoz, C. (2012). Three fundamental problems of the education system. Educational profiles, 34,154-159.

Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and instruction, 19(3), 228-242. https://doi.org/10.1016/j.learninstruc.2008.04.003

Rao, R. V., Savsani, V. J., & Vakharia, D. P. (2011). Teaching–learning-based optimization: a novel method for constrained mechanical design optimization problems. Computer-Aided Design, 43(3), 303-315. https://doi.org/10.1016/j.cad.2010.12.015

Rao, R. V., Savsani, V. J., & Vakharia, D. P. (2012). Teaching–learning-based optimization: an optimization method for continuous non-linear large scale problems. Information sciences, 183(1), 1-15. https://doi.org/10.1016/j.ins.2011.08.006

Sansevero, I., Lúquez, P., & Fernández, O. (2006). Significant learning strategies for the internalization of national identity values in the. Laurus, 12(22), 273-300.

Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of experimental child psychology, 49(1), 31-57. https://doi.org/10.1016/0022-0965(90)90048-D

Tobón, S. (2006). Skills, quality and higher education. . Bogotá: Cooperativa Editorial Magisterio.

Zavala, R. (1993). Clause integration with verbs of motion in Mayan languages (Doctoral dissertation, University of Oregon).

Published

2020-05-23

How to Cite

Hidrovo, G. M. S., Macías, M. E. M., Baque, K. Y. P., & Valdez, C. A. E. (2020). Diagnostic evaluation for strengthening the teaching-learning process. International Research Journal of Engineering, IT & Scientific Research, 6(3), 9–16. https://doi.org/10.21744/irjeis.v6n3.915

Issue

Vol. 6 No. 3: May 2020

Section

Research Articles
Copyright & Licensing

Articles published in the International Research Journal of Engineering, IT & Scientific research (IRJEIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJEIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.

Articles published in IRJEIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

This copyright notice applies to articles published in IRJEIS volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.