Estrategias metodológicas para la evaluación formativa
Resumen
Este artículo explora las estrategias metodológicas para la evaluación formativa en contextos educativos, con el objetivo de sintetizar las técnicas, herramientas, y efectos de estas prácticas en el aprendizaje y la motivación estudiantil. Utilizando la metodología PRISMA para garantizar un enfoque sistemático y replicable, se seleccionaron estudios publicados entre 2000 y 2023 que discuten diversas implementaciones de evaluación formativa. La selección rigurosa de literatura involucró bases de datos académicas clave y criterios estrictos de inclusión y exclusión para asegurar la relevancia y calidad de los estudios analizados. Los hallazgos revelan que un feedback efectivo y personalizado mejora significativamente la comprensión y retención de los conceptos por parte de los estudiantes. Las herramientas digitales emergentes, como software de seguimiento y aplicaciones móviles, se destacan por su capacidad de facilitar evaluaciones más precisas y adaptativas. Además, la evaluación formativa se asocia con mejoras en el rendimiento estudiantil y es bien recibida por estudiantes y docentes, particularmente cuando se integra con soporte adecuado y formación. Este estudio subraya la necesidad de adoptar prácticas de evaluación formativa enriquecidas con tecnología y respaldadas por formación docente para optimizar los procesos educativos.
Descargas
Citas
Birnbaum, A. (1968). Some latent trait models and their use in inferring an examinee's ability. Statistical Theories of Mental Test Scores.
Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
Chang, S. (2022). The effects of continuous formative assessments in higher education. Journal of Higher Education Policy.
Chen, C., & Davis, D. (2023). The use of progress tracking software to enhance formative assessment in secondary education. Journal of Educational Technology.
Duncan, R., & Smith, M. (2020). Teacher perceptions of formative assessment integration in American primary schools. Journal of Research in Education, 29(2), 134-156.
García-Ruíz, R. (2021). The impact of mobile apps on formative assessment practices in university settings. Journal of Educational Technology, 34(1), 22-45.
Johnson, D., & Lee, A. (2019). Oral feedback in elementary classrooms: Teacher practices and student responses. Elementary School Journal, 119(3), 409-432.
Kumar, V., Singh, A., & Mohan, L. (2022). The effectiveness of visual feedback tools in vocational education. Vocational Education and Training Magazine, 47(1), 54-68.
Lee, C., & Nguyen, T. (2019). Immediate feedback in vocational training: Student engagement and outcomes. Vocational Education Quarterly, 43(4), 315-330.
López, M., & Hernández, F. (2020). The role of deferred feedback in improving academic writing in higher education. Journal of Writing Research, 12(2), 377-402.
Medina, J. (2021). High school students’ preferences for digital feedback: A case study. Educational Media International, 58(1), 67-82.
Mezirow, J. (1997). Transformative dimensions of adult learning. Jossey-Bass.
Ortiz, L., & Gómez, C. (2021). Regular short quizzes as a feedback tool in secondary education. Assessment in Secondary Education, 11(3), 234-249.
Patel, R., Thomson, D., & James, K. (2020). E-portfolios in adult education: Assessment tools for lifelong learning. Adult Education Quarterly, 70(3), 204-221.
Piaget, J. (1954). The construction of reality in the child. Basic Books.
Popham, W. J. (2008). Transformative assessment. ASCD.
Singh, A., & Meyer, K. (2020). Educational games as formative assessment in primary education. Journal of Play Therapy, 15(2), 45-59.
Smith, E., & Gorard, S. (2005). They don't give us our marks: The role of formative feedback in student progress. Assessment in Education: Principles, Policy & Practice, 12(1), 21-38.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Taras, M. (2005). Assessment – Summative and formative – some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development.
Torres, P., et al. (2023). University students' motivation increases with continuous assessment: A longitudinal study. Journal of Higher Education, 94(1), 142-165.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wilson, J. (2019). Interactive whiteboards and group feedback: An analytical study in secondary education. Technology, Pedagogy and Education, 28(1), 113-127.
Zimmerman, B. J. (2000). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Derechos de autor 2024 Rosalynn Tejada Auccacusi, Carolina Galiano Campo, Edison Raul Ccahua Valle, Jaime Rivas Follano, Justina Cipriana Carbajal Borda
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.jpg)
.png)
