Formative evaluation: a look from its various strategies in regular basic education
Descripción del Articulo
The evaluation from its multiple models starts from being an essential component in any teaching process. This article aimed to carry out a review on the state of the art of formative assessment with a view from its various strategies in regular basic education in students of regular basic education...
| Autores: | , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2021 |
| Institución: | Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| Repositorio: | Revista Innova Educación |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:ojs2.revistainnovaeducacion.com:article/210 |
| Enlace del recurso: | https://revistainnovaeducacion.com/index.php/rie/article/view/210 |
| Nivel de acceso: | acceso abierto |
| Materia: | Aprendizaje estrategias cognitivas evaluación formativa metodología activa Learning strategy formative evaluation active methodology Aprendizagem estratégia avaliação formativa metodologia ativa |
| id |
REVIE_173023e2eeace24944331129b0aa0e1c |
|---|---|
| oai_identifier_str |
oai:ojs2.revistainnovaeducacion.com:article/210 |
| network_acronym_str |
REVIE |
| network_name_str |
Revista Innova Educación |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
Formative evaluation: a look from its various strategies in regular basic education Evaluación formativa: una mirada desde sus diversas estrategias en educación básica regular Avaliação formativa: um olhar a partir de suas diversas estratégias na educação básica regular |
| title |
Formative evaluation: a look from its various strategies in regular basic education |
| spellingShingle |
Formative evaluation: a look from its various strategies in regular basic education Torres, José Aprendizaje estrategias cognitivas evaluación formativa metodología activa Learning strategy formative evaluation active methodology Aprendizagem estratégia avaliação formativa metodologia ativa |
| title_short |
Formative evaluation: a look from its various strategies in regular basic education |
| title_full |
Formative evaluation: a look from its various strategies in regular basic education |
| title_fullStr |
Formative evaluation: a look from its various strategies in regular basic education |
| title_full_unstemmed |
Formative evaluation: a look from its various strategies in regular basic education |
| title_sort |
Formative evaluation: a look from its various strategies in regular basic education |
| dc.creator.none.fl_str_mv |
Torres, José Chávez, Harol Cadenillas, Violeta |
| author |
Torres, José |
| author_facet |
Torres, José Chávez, Harol Cadenillas, Violeta |
| author_role |
author |
| author2 |
Chávez, Harol Cadenillas, Violeta |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Aprendizaje estrategias cognitivas evaluación formativa metodología activa Learning strategy formative evaluation active methodology Aprendizagem estratégia avaliação formativa metodologia ativa |
| topic |
Aprendizaje estrategias cognitivas evaluación formativa metodología activa Learning strategy formative evaluation active methodology Aprendizagem estratégia avaliação formativa metodologia ativa |
| description |
The evaluation from its multiple models starts from being an essential component in any teaching process. This article aimed to carry out a review on the state of the art of formative assessment with a view from its various strategies in regular basic education in students of regular basic education. A documentary review was carried out in the Scopus, Web of Science, Scielo and Redalyc databases, using selection and exclusion criteria. It was found that formative assessment strategies should be used to enrich the development of teaching-learning. It was concluded that formative evaluation strategies are the starting point to strengthen student learning, in this way it was found that cooperative work encourages unity in the classroom; at the same time, the students share information about the activity they are doing, creating an atmosphere of peace and tranquility in the classroom. The student is the center of the formative and shared evaluation process, showing that self-evaluation and peer evaluation strengthens the development of their abilities and skills. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-04-01 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistainnovaeducacion.com/index.php/rie/article/view/210 10.35622/j.rie.2021.02.007 |
| url |
https://revistainnovaeducacion.com/index.php/rie/article/view/210 |
| identifier_str_mv |
10.35622/j.rie.2021.02.007 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://revistainnovaeducacion.com/index.php/rie/article/view/210/236 https://revistainnovaeducacion.com/index.php/rie/article/view/210/237 https://revistainnovaeducacion.com/index.php/rie/article/view/210/322 https://revistainnovaeducacion.com/index.php/rie/article/view/210/323 |
| dc.rights.none.fl_str_mv |
Derechos de autor 2021 José Torres, Harol Chávez, Violeta Cadenillas https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Derechos de autor 2021 José Torres, Harol Chávez, Violeta Cadenillas https://creativecommons.org/licenses/by/4.0 |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf application/pdf audio/mpeg audio/mpeg |
| dc.publisher.none.fl_str_mv |
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| publisher.none.fl_str_mv |
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| dc.source.none.fl_str_mv |
Revista Innova Educación; Vol. 3 Núm. 2 (2021); 386-400 2664-1496 2664-1488 reponame:Revista Innova Educación instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú instacron:INUDI |
| instname_str |
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| instacron_str |
INUDI |
| institution |
INUDI |
| reponame_str |
Revista Innova Educación |
| collection |
Revista Innova Educación |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1846615978230677504 |
| spelling |
Formative evaluation: a look from its various strategies in regular basic educationEvaluación formativa: una mirada desde sus diversas estrategias en educación básica regularAvaliação formativa: um olhar a partir de suas diversas estratégias na educação básica regularTorres, JoséChávez, HarolCadenillas, VioletaAprendizajeestrategias cognitivasevaluación formativametodología activaLearningstrategyformative evaluationactive methodologyAprendizagemestratégiaavaliação formativametodologia ativaThe evaluation from its multiple models starts from being an essential component in any teaching process. This article aimed to carry out a review on the state of the art of formative assessment with a view from its various strategies in regular basic education in students of regular basic education. A documentary review was carried out in the Scopus, Web of Science, Scielo and Redalyc databases, using selection and exclusion criteria. It was found that formative assessment strategies should be used to enrich the development of teaching-learning. It was concluded that formative evaluation strategies are the starting point to strengthen student learning, in this way it was found that cooperative work encourages unity in the classroom; at the same time, the students share information about the activity they are doing, creating an atmosphere of peace and tranquility in the classroom. The student is the center of the formative and shared evaluation process, showing that self-evaluation and peer evaluation strengthens the development of their abilities and skills.La evaluación desde sus múltiples modelos parte por ser un componente esencial en cualquier proceso de enseñanza. Este artículo tuvo como objetivo realizar una revisión sobre el estado del arte de evaluación formativa con una mirada desde sus diversas estrategias en educación básica regular en estudiantes de educación básica regular. Se realizó revisión documental en base de datos de Scopus, Web of Science, Scielo y Redalyc, utilizando criterios de selección y exclusión. Se encontró que se debe aprovechar las estrategias de evaluación formativa para enriquecer el desarrollo de la enseñanza-aprendizaje. Se concluyó, que las estrategias de evaluación formativa son el punto de partida para fortalecer el aprendizaje de los estudiantes, de esta manera se encontró que el trabajo cooperativo, fomenta la unidad en el aula; al mismo tiempo los estudiantes comparten información de la actividad que están realizando, creando en el aula un clima de paz y tranquilidad. El estudiante es el centro del proceso de evaluación formativa y compartida, evidenciándose que la autoevaluación y la coevaluación entre sus pares fortalecen el desarrollo de sus habilidades y destrezas.A avaliação a partir de seus múltiplos modelos começa por ser um componente essencial em qualquer processo de ensino. Este artigo objetivou realizar uma revisão sobre o estado da arte da avaliação formativa, tendo em vista suas diversas estratégias no ensino fundamental regular em alunos do ensino fundamental regular. Foi realizada revisão documental nas bases de dados Scopus, Web of Science, Scielo e Redalyc, utilizando critérios de seleção e exclusão. Verificou-se que estratégias de avaliação formativa devem ser utilizadas para enriquecer o desenvolvimento do ensino-aprendizagem. Concluiu-se que as estratégias de avaliação formativa são o ponto de partida para fortalecer a aprendizagem dos alunos, desta forma, constatou-se que o trabalho cooperativo incentiva a unidade na sala de aula; ao mesmo tempo, os alunos compartilham informações sobre a atividade que estão realizando, criando um clima de paz e tranquilidade na sala de aula. O aluno é o centro do processo de avaliação formativa e compartilhada, evidenciando que a autoavaliação e a coavaliação entre seus pares fortalece o desenvolvimento de suas habilidades e competências.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2021-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/21010.35622/j.rie.2021.02.007Revista Innova Educación; Vol. 3 Núm. 2 (2021); 386-4002664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/210/236https://revistainnovaeducacion.com/index.php/rie/article/view/210/237https://revistainnovaeducacion.com/index.php/rie/article/view/210/322https://revistainnovaeducacion.com/index.php/rie/article/view/210/323Derechos de autor 2021 José Torres, Harol Chávez, Violeta Cadenillashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/2102023-11-03T18:40:46Z |
| score |
13.0613575 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
