The formative assessment as systematic practice in higher basic education students

https://doi.org/10.21744/irjmis.v8n2.1100

Authors

  • Gema Tatiana Bravo Cobeña Pontificia Universidad Católica del Ecuador, sede Manabí, Portoviejo, Ecuador
  • Lucía Atenaida Pin García Pontificia Universidad Católica del Ecuador, sede Manabí, Portoviejo, Ecuador
  • Sandra Cristina Solís Pin Pontificia Universidad Católica del Ecuador, sede Manabí, Portoviejo, Ecuador
  • Lubis Carmita Zambrano Montes Pontificia Universidad Católica del Ecuador, sede Manabí, Portoviejo, Ecuador

Keywords:

evaluation instruments, formative evaluation, pedagogical practice, student performance, teaching-learning

Abstract

In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.

Downloads

Download data is not yet available.

References

Alcalá, DH, Pueyo, Á. P., & Calvo, GG (2019). But… What do we really mean by Formative and Shared Assessment ?: Habitual Confusions and Practical Reflections. Ibero-American Journal of Educational Evaluation , 12 (1), 13-27.

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.

Canabal, C., & Margalef, L. (2017). Feedback: the key to a learning-oriented assessment. Faculty. Journal of curriculum and teacher training , 21 (2), 149-170.

Chiappe, A., Pinto, R., & Arias, V. (2016). Open assessment of learning: A meta-Synthesis. International Review of Research in Open and Distributed Learning: IRRODL, 17(6), 44-61.

Cid, MT (2006). Teach to learn to think in schools, including in evaluation activities. Interuniversity electronic journal of teacher training , 9 (1), 1-14.

Drago, C. (2017). Manual de apoyo docente: evaluación para el aprendizaje. Santiago de Chile: Editorial Universidad Central de Chile.

Gillies, R. M., & Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24(5), 1333-1348. https://doi.org/10.1016/j.tate.2007.10.003

Hamodi, C., López Pastor, VM, & López Pastor, AT (2015). Means, techniques and instruments of formative and shared evaluation of learning in higher education. Educational Profiles , 37 (147), 146-161.

Higgins, B., & Reid, H. (2017). Enhancing “conceptual teaching/learning” in a concept-based curriculum. Teaching and Learning in Nursing, 12(2), 95-102. https://doi.org/10.1016/j.teln.2016.10.005

Kordaki, M. (2010). A drawing and multi-representational computer environment for beginners’ learning of programming using C: Design and pilot formative evaluation. Computers & Education, 54(1), 69-87. https://doi.org/10.1016/j.compedu.2009.07.012

Lezcano, L., & Vilanova, G. (2017). Learning assessment instruments in virtual environments. Student perspective and teacher contributions. Technical Scientific Reports-UNPA , 9 (1), 1-36.

López Pastor, VM, & Pérez Pueyo, Á. (2017). Formative and shared evaluation in education: successful experiences in all educational stages . León: University of León, 2017.

López, AA (2010). Formative assessment in the teaching and learning of English. voices and silences. Latin American Journal of Education , 1 (2), 111-124.

López, GB, & Mesa, MC (2016). The teaching-learning process from a communicative perspective. Ibero-American Journal of Education , 1-7.

Lorente-Catalán, E., & Kirk, D. (2014). Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education. European Physical Education Review, 20(1), 104-119.

Navarro Mosquera, NG, Falconí Asanza, AV, & Espinoza Cordero, J. (2017). The improvement of the evaluation process for students in basic education. University and Society Magazine, 9 (4), 58-69.

Ortega-Quevedo, V., Santamaría-Cárdaba, N., & Puente, CG (2017). The formative evaluation in a teaching-learning sequence of Experimental Sciences. Revista Infancia, Educación y Aprendizaje , 3 (2), 203-209.

Pasek de Pinto, E., & Mejía, MT (2017). General process for formative assessment of learning. Ibero-American Journal of Educational Evaluation .

Pérez Pino, M., Enrique Clavero, JO, Carbó Ayala, JE, & González Falcón, M. (2017). Formative evaluation in the teaching-learning process. Edumecentro , 9 (3), 263-283.

Pérez-Pueyo, Á., & Carrocera, MS (2017). Development of instruments (assessment and graduated scales) for formative assessment. Revista Infancia, Educación y Aprendizaje , 3 (2), 808-814.

Pontes-Pedrajas, A., Serrano Rodríguez, R., & Muñoz González, JM (2015). Concept maps as a resource of interest for the initial training of Secondary Education teachers: Opinions of the students of Social Sciences and Humanities.

Popham, WJ (2013). Transformative evaluation: the transformative power of formative evaluation (Vol. 124). Narcea Editions.

Prieto Castillo, D. (2015). In praise of university pedagogy.

Pursi, A. (2019). Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom. Learning, Culture and Social Interaction, 21, 136-150. https://doi.org/10.1016/j.lcsi.2019.02.014

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

Rosales Asmat, MS (2018). The level of knowledge about formative evaluation in the practice of teaching in a Secondary Educational Institution of Trujillo, 2017.

Rosales, M. (2014). Evaluation process: summative evaluation, formative evaluation and assessment of its impact on current education. In Ibero-American Congress of Science, Technology, Innovation and Education (Vol. 4, p. 662).

Saltos-Dueñas, CML, & Chiriboga-Zambrano, MJ (2016). The formative evaluation in the performance of the students. Science Domain , 2 (4), 112-127.

Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Computers & Education, 41(1), 87-103. https://doi.org/10.1016/S0360-1315(03)00031-9

Valdivia, I. Á. (2008). Co-evaluation as an alternative to improve the quality of learning of university students: assessment of an experience. Interuniversity journal of teacher training, 22 (3), 127-140.

Vallés Rapp, C., Martínez Mínguez, L., & Romero Martín, MDR (2018). Assessment instruments: Use and competence of university teaching staff in their application. Pedagogical Studies (Valdivia) , 44 (2), 149-169.

Published

2021-01-24

How to Cite

Cobeña, G. T. B., García, L. A. P., Pin, S. C. S., & Montes, L. C. Z. (2021). The formative assessment as systematic practice in higher basic education students. International Research Journal of Management, IT and Social Sciences, 8(2), 132-140. https://doi.org/10.21744/irjmis.v8n2.1100

Issue

Section

Peer Review Articles