Evaluación formativa en secundaria: avances y desafíos 2025
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Tribunal
Abstract
El estudio analiza la situación de la evaluación formativa (EF) en secundaria desde un enfoque internacional, regional y nacional a través de una revisión sistemática de 30 artículos científicos publicados entre 2019 y 2024 en bases de datos indexadas en Scopus, WoS, SciELO, Dianet y Latindex. Se identifican avances, desafíos y oportunidades en la aplicación de EF. Se evidencia que la EF contribuye significativamente a los aprendizajes, desarrollo de competencias y autonomía estudiantil al aplicarse con retroalimentación adecuada y oportuna; sin embargo, para implementarlo hay obstáculos, como la persistencia de enfoques tradicionales y la poca capacitación docente. Se concluye que se requiere transformar la cultura evaluativa hacia un enfoque centrado en procesos más que en resultados, promoviendo la participación activa de los estudiantes y visión compartida de la evaluación como herramienta pedagógica. Se propone fortalecer las capacidades de los docentes con estrategias que se alineen al enfoque por competencias.
The study analyzes the situation of formative assessment (FA) in secondary education from an international, regional and national approach through a systematic review of 30 scientific articles published between 2019 and 2024 in databases indexed in Scopus, WoS, SciELO, Dianet and Latindex. Advances, challenges and opportunities in the application of FA are identified. It is evident that FA contributes significantly to learning, development of competencies and student autonomy when applied with adequate and timely feedback; however, there are obstacles to its implementation, such as the persistence of traditional approaches and the lack of teacher training. It is concluded that it is necessary to transform the evaluation culture towards an approach focused on processes rather than on results, promoting the active participation of students and a shared vision of evaluation as a pedagogical tool. It is proposed to strengthen teachers' capacities with strategies that are aligned with the competency-based approach.
The study analyzes the situation of formative assessment (FA) in secondary education from an international, regional and national approach through a systematic review of 30 scientific articles published between 2019 and 2024 in databases indexed in Scopus, WoS, SciELO, Dianet and Latindex. Advances, challenges and opportunities in the application of FA are identified. It is evident that FA contributes significantly to learning, development of competencies and student autonomy when applied with adequate and timely feedback; however, there are obstacles to its implementation, such as the persistence of traditional approaches and the lack of teacher training. It is concluded that it is necessary to transform the evaluation culture towards an approach focused on processes rather than on results, promoting the active participation of students and a shared vision of evaluation as a pedagogical tool. It is proposed to strengthen teachers' capacities with strategies that are aligned with the competency-based approach.
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Vol. 5, No. 12