La evaluación formativa en el estudiante del nivel secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El estudio del progreso académico en estudiantes de nivel secundario mediante la implementación de diversas herramientas y técnicas formativas ha alcanzado un gran interés investigativo a nivel internacional y nacional. El objetivo de investigación fue analizar el proceso de evaluación formativa desarrollada por el docente. Por ello, se realizó una revisión sistemática descriptiva implementando una exploración de literaturas científicas a partir del 2015 hasta 2021, sobre todos los artículos disponibles en revistas indexadas. en las cuales se verificó en cuatro plataformas de búsqueda, Concytec, Scopus, ESBCO y ProQuest. Como conclusión del análisis documental, se evidenció que el desarrollo de la evaluación final y sumativa está por encima de la evaluación formativa en la actualidad y de que no permite un criterio correcto de los resultados del proceso enseñanza-aprendizaje y sumado al poco compromiso del estudiante en su proceso de aprendizaje, manifestando de la necesaria capacitación al docente en evaluación formativa.
The study of academic progress in secondary level students through the implementation of various training tools and techniques has achieved great research interest at an international and national level. The research objective was to analyze the formative evaluation process developed by the teacher. Therefore, a descriptive systematic review was carried out implementing an exploration of scientific literature from 2015 to 2021, on all the articles available in indexed journals. in which it was verified in four search platforms, Concytec, Scopus, ESBCO and ProQuest. As a conclusion of the documentary analysis, it was evidenced that the development of the final and summative evaluation is above the formative evaluation at present and that it does not allow a correct criterion of the results of the teaching-learning process and added to the little commitment of the student in their learning process, stating the necessary training to the teacher in formative assessment.
The study of academic progress in secondary level students through the implementation of various training tools and techniques has achieved great research interest at an international and national level. The research objective was to analyze the formative evaluation process developed by the teacher. Therefore, a descriptive systematic review was carried out implementing an exploration of scientific literature from 2015 to 2021, on all the articles available in indexed journals. in which it was verified in four search platforms, Concytec, Scopus, ESBCO and ProQuest. As a conclusion of the documentary analysis, it was evidenced that the development of the final and summative evaluation is above the formative evaluation at present and that it does not allow a correct criterion of the results of the teaching-learning process and added to the little commitment of the student in their learning process, stating the necessary training to the teacher in formative assessment.
Description
Vol. 8, No. 32