La presente investigación titulada Inteligencia emocional y pensamiento crítico en estudiantes de 4.º y 5.º de secundaria de un colegio privado de Jesús María-2019 tuvo como objetivo general determinar la relación entre la inteligencia emocional y el pensamiento crítico de los estudiantes de 4.° y 5.° de secundaria. El método empleado fue el hipotético deductivo, el tipo de investigación fue básico, de nivel correlacional, de enfoque cuantitativo; de diseño no experimental: transversal. La población estuvo formada por 114 estudiantes y la muestra es de tipo población censo. La técnica utilizada para recolectar información fue la encuesta y los instrumentos de recolección de datos fueron Inventario de Inteligencia Emocional de Baron ICE: NA y el cuestionario de Pensamiento Crítico, que fueron validados a través de juicios de expertos y se estableció su confiabilidad...

This article seeks to reflect on the meaning and transcendence of formative assessment and the main challenges of assessment practices in Regular Basic Education (EBR by its Spanish initials). A paradigm shift is required that stops peddling traditional teaching and an result-focused culture of evaluation. The documentary analysis of various sources that involved heuristics and hermeneutics of the state of the art made it possible to review representative regulations of global and local educational policy, as well as contemporary and recent research contributions of some significant fundamentals of general and substantive theory. It highlights that in Peru there are several regulations to implement this approach. However, this would not have an impact on international evaluations or on teachers’ pedagogical practice. Likewise, there are still several challenges regarding the developmen...

This article seeks to reflect on the meaning and transcendence of formative assessment and the main challenges of assessment practices in Regular Basic Education (EBR by its Spanish initials). A paradigm shift is required that stops peddling traditional teaching and an result-focused culture of evaluation. The documentary analysis of various sources that involved heuristics and hermeneutics of the state of the art made it possible to review representative regulations of global and local educational policy, as well as contemporary and recent research contributions of some significant fundamentals of general and substantive theory. It highlights that in Peru there are several regulations to implement this approach. However, this would not have an impact on international evaluations or on teachers’ pedagogical practice. Likewise, there are still several challenges regarding the developmen...