Application of diagnostic assessment on beginning school year
The research aims to determine the degree of effectiveness, relevance, and responsibility in the diagnostic test at the beginning of the school year, for which the opinion of different authors related to the subject, was taken as a reference. Within the methodology, a survey has applied to the teachers of the School of Basic Education "PICHINCHA" of Canton May 24, Parousia Sucre, using the synthetic scientific and analytical method; from which the theoretical elements related to the evaluation of learning were deepened. The results showed that teachers apply the diagnostic test at the beginning of the school year, using evaluation methods and strategies that are used to measure knowledge, during the teaching-learning process, the teacher being able to apply feedback strategies according to the realities, interest, needs and the environment in which students develop. From the results obtained in the diagnostic evaluation to the students, planning has proposed according to the insufficiencies that they present these. The evaluation allows us to proceed with decision-making and apply academic reinforcement, to help overcome the difficulties that arise in the teaching-learning process.
Anthony, K. A., Oshoke, S., & Slyvester, O. (2017). Assessment of entrepreneurial education and diversity management: a gateway to sustainable development in Nigeria. International Research Journal of Management, IT and Social Sciences, 4(1), 53-60.
Cano, A. (2005). Topic 5: aspects for an evaluation definition. https://www2.ulpgc.es/
Condemarín, M., and Medina, A. (2000). Learning Evaluation. http://ww2.educarchile.cl/UserFiles/P0001/File/Evaluacion_Apredizajes.pdf
Dewi, K. T. (2018). Developing assessment instrument based curriculum 2013 for teaching micro teaching in English education department of Undiksha. International Journal of Social Sciences and Humanities, 2(3), 95-106. https://doi.org/10.29332/ijssh.v2n3.205
Fonseca, H. (2011). Feedback during the teaching-learning process. Mexico. http://www.imbiomed.com/
González, M., Pérez, N. (2004). The evaluation of the teaching-learning process. Fundamentals
Gorozabel, T. (2014). The importance of Feedback in the Process Evaluation. http://umc.minedu.gob.pe/la-importancia-de-la-retroalimentacion-en-el-proceso-de-evaluacion/
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.
Mahendra, I. W. E. (2016). Contextual learning approach and performance assessment in mathematics learning. International Research Journal of Management, IT and Social Sciences, 3(3), 7-15.
National Assembly. (2011). ORGANIC LAW OF INTERCULTURAL EDUCATION. Montecristí. Montecristi, Ecuador. https://educacion.gob.ec/wp-content/uploads/downloads/2017/05/Ley-Organica-Educacion-Intercultural-Codificado.pdf
Sánchez, V. (2016). Results of the diagnostic evaluation. Medellin, Colombia: new Horizons.https://www.tdx.cat/bitstream/handle/10803/1311/08.ACL_CAP_7.pdf?sequence=9&isAllowed=y
Santos, M. (1993). Evaluation: a process of dialogue, understanding and improvement. Magazine
Soria, E (2012). www.fod.ac.cr. Retrieved on April 20, 2019,
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.
Vargas, A., & Ubieta, E. (2009). Diagnostic evaluation report. Barcelona, Spain: Ocampo. http://ediagnostikoak.net/edweb/cas/materiales informativos / ED09_inf_gnal_rdos / ED09_2ESO_inf_gnal_rdos.pdf
Wartawan, P. G. (2017). The effectiveness of the use of portfolio assessment by controlling prior knowledge to enhance scientific attitude among senior high school students. International Journal of Physical Sciences and Engineering, 1(3), 9-18. https://doi.org/10.21744/ijpse.v1i3.54
Copyright (c) 2019 International research journal of management, IT and social sciences
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles in the IRJMIS is 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.