The procedure used on diagnostic evaluation process
This article allowed identifying procedures used for diagnostic evaluation in the “Mercedes” Private Education Unit of the city of Calceta, Ecuador, as well as verifying whether these are adequate, relevant and carried out according to the reality of the educational institution by teachers and if you intend to analyze the student in an integral way, not only academic. To support this research, the exploratory method of documentary analysis was used for which bibliographic sources were reviewed. The instrument designed for data collection was the survey where results were obtained that concluded that teachers have limitations regarding the conception of diagnostic evaluation because they consider that the contents are not spaces for continuous learning, it does not meet the different styles of learning to determine what need for academic improvement can be applied to each student although the results of a diagnostic evaluation are taken into account for decision-making focused on improving procedures inside and outside the classroom.
Bahón, J. (2015). The current educational system does not evaluate students' successes, but failures. El Mundo newspaper. http://www.elmundo.es/comunidad-valenciana/2015/11/26/5656128822601d73498b45cc.html
Ballester, M., Garcia-Ayuso, M., & Livnat, J. (2000). Estimating the R&D intangible asset. Meritum Project.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. https://doi.org/10.1080/0969594X.2010.513678
Brenes, G. A., Miller, M. E., Stanley, M. A., Williamson, J. D., Knudson, M., & McCall, W. V. (2009). Insomnia in older adults with generalized anxiety disorder. The American Journal of Geriatric Psychiatry, 17(6), 465-472. https://doi.org/10.1097/JGP.0b013e3181987747
Cedeño Gorozabel, MA, & Calderón Mora, MA (2018). The attention deficit in school performance (Bachelor's thesis, University of Guayaquil. Faculty of Philosophy, Letters and Education Sciences).
Cepeda, S., Gómez, P. A., Castaño-Leon, A. M., Martínez-Pérez, R., Munarriz, P. M., & Lagares, A. (2015). Traumatic intracerebral hemorrhage: risk factors associated with progression. Journal of neurotrauma, 32(16), 1246-1253. https://doi.org/10.1089/neu.2014.3808
Fonseca, H. (2011). Feedback during the teaching-learning process. Mexico. Retrieved from http://www.imbiomed.com/
GArcia, S. M. Y., & Alban‐Metcalfe, J. (1998). Integrated or inclusive education versus interactive education: the need for a new model. European journal of special needs education, 13(2), 170-179. https://doi.org/10.1080/0885625980130203
García-Jiménez, E. (2015). Assessment of learning: From feedback to self-regulation. The role of technologies. Electronic Journal of Educational Research, Assessment & Evaluation, 21(2).
Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151-173. https://doi.org/10.1080/15391523.2009.10782545
López-Flores, AI, Castilla-Camacho, M., & Correa-Medina, A. (2014). Evaluation of the micro hardness of resinous cements for dental use: in vitro study. Scientific Dental Journal , 2 (1). https://doi.org/10.21142/2523-2754-0201-2014-%25p
Maba, W., & Mantra, I. B. N. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers. International Journal of Social Sciences and Humanities, 1(1), 39-45. https://doi.org/10.29332/ijssh.v1n1.38
Maba, W., Perdata, I. B. K., & Astawa, I. N. (2017). Constructing assessment instrument models for teacher’s performance, welfare and education quality. International Journal of Social Sciences and Humanities, 1(3), 88-96. https://doi.org/10.29332/ijssh.v1n3.59
Maba, W., Perdata, I. B. K., Astawa, I. N., & Mantra, I. B. N. (2018). Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality. International Research Journal of Management, IT and Social Sciences, 5(3), 46-52.
Mahayukti, G. A., Gita, I. N., Suarsana, I. M., & Hartawan, I. G. N. Y. (2017). The effectiveness of self-assessment toward understanding the mathematics concept of junior school students. International Research Journal of Engineering, IT & Scientific Research, 3(6), 116-124.
Mahendra, I. (2016). Contextual learning approach and performance assessment in mathematics learning. International Research Journal of Management, IT & Social Sciences, 3(3), 7-15.
McDonald, R., Boud, D., Francis, J., & Gonczi, A. (1995). New perspectives on assessment. Unesco-Section for Technical and Vocational Education.
Medina, M. S., Plaza, C. M., Stowe, C. D., Robinson, E. T., DeLander, G., Beck, D. E., ... & Strong, M. N. (2013). Center for the Advancement of Pharmacy Education 2013 educational outcomes. American journal of pharmaceutical education, 77(8), 162.
Ministry of Education of Ecuador. (2012). Executive Decree No. 1241, published in the official register No. 754. General regulation to the organic law of intercultural education. Quito: Ministry of Education of Ecuador
Morocho Jácome, A. L., Converti, A., Sato, S., & Monteiro de Carvalho, J. C. (2012). Kinetic and thermodynamic investigation of Arthrospira (Spirulina) platensis fed‐batch cultivation in a tubular photobioreactor using urea as nitrogen source. Journal of Chemical Technology & Biotechnology, 87(11), 1574-1583. https://doi.org/10.1002/jctb.3795
Orozco, M., Fowlkes, J., Jerzak, P., & Musgrove, A. (2012). Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program. Journal of Asynchronous Learning Networks, 16(2), 177-192.
Paucar, M., Lindestad, P. Å., Walker, R. H., & Svenningsson, P. (2015). Teaching Video NeuroImages: Feeding dystonia in chorea-acanthocytosis. Neurology, 85(19), e143-e144. https://doi.org/10.1212/WNL.0000000000002108
Rosales M (November 2014). Evaluation process: summative evaluation, formative evaluation and Assesment, its impact on current education. In M. Bathrobe (Presidency). Advancing together towards the 2021 Ibero-American educational goals. Ibero-American Conference on Science, Technology, Innovation and Education, Buenos Aires, Argentina
Samboy, L. (2009). The summative evaluation (undergraduate thesis). Recovered from https://www.uaeh.edu.mx/docencia/VI_Lectura/MGIEV/documentos/LECT93.pdf
Samueza, G., & Luis, D. (2018). Location of distributed resources based on power flows using particle swarm optimization (Bachelor's thesis).
Shinkfield, A. J., & Stufflebeam, D. L. (2012). Teacher evaluation: Guide to effective practice (Vol. 41). Springer Science & Business Media.
Sobrado Fernandez, L. (2005). The educational diagnosis in social and professional contexts. rie-revista de investigacion educativa, 23(1), 85-112.
Suastra, I. W., & Ristiati, N. P. (2017). Problems faced by teachers in designing and implementing authentic assessment in science teaching. International Research Journal of Engineering, IT & Scientific Research, 3(4), 27-36.
Tiana, A., Moya, J., & Luengo, F. (2011). Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain. European Journal of Education, 46(3), 307-322. https://doi.org/10.1111/j.1465-3435.2011.01482.x
Torres, J., Romano, A., Mayorga, C., Carmen, M., Guzman, A. E., Reche, M., ... & Blanca, M. (2001). Diagnostic evaluation of a large group of patients with immediate allergy to penicillins: the role of skin testing. Allergy, 56(9), 850-856. https://doi.org/10.1034/j.1398-9995.2001.00089.x
Trillo, A. (2005). Teaching competences and authentic evaluation: does the protagonist fail?. perspectiva educacional, 45, 85-100. Recovered from https://www.unrc.edu.ar/unrc/academica/pdf/cuadernillo03.pdf.
Widana, I. W., Parwata, I. M. Y., Parmithi, N. N., Jayantika, I. G. A. T., Sukendra, K., & Sumandya, I. W. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities, 2(1), 24-32. https://doi.org/10.29332/ijssh.v2n1.74
Copyright (c) 2019 International journal of health & medical sciences
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles in the SLOAP Journals are published under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA) which allows authors and users to copy, distribute, transmit and adapt the article. The Creative Commons Attribution-ShareAlike 4.0 International License of an open-access article, as long as the author is properly attributed. Copyright on any research article published by SLOAP is retained by the author(s). Authors grant to the SLOAP right to publish the article, to be cited as its original publisher in case of reuse, and to distribute it in all forms and media. Copyright and source must be acknowledged and a link must be made to the article's DOI.