Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system

Abstract

Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.