Autoevaluación de la práctica docente en estrategias para la evaluación de aprendizajes en estudiantes de las instituciones educativas de nivel primaria I.E.P. Elzeario Mac Donald E I.E.P. N° 60078, Pebas 2021

• Autor: Villacorta Ahuanari, Richard
• Formato: tesis de grado
• Fecha de Publicación: 2024
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/10205
• Enlace del recurso: https://hdl.handle.net/20.500.12737/10205
• Nivel de acceso: acceso abierto
• Materia: Evaluación del docente; Evaluación de la educación; Autoevaluación; Práctica pedagógica; Docente de escuela primaria; Método de enseñanza; Escuelas públicas; https://purl.org/pe-repo/ocde/ford#5.03.01

The research describes the level of self-evaluation of strategies for the evaluation of learning as a teaching practice in students of the Primary Education Institutions I.E.P. Elzeario Mac Donald and I.E.P. N° 60078 in Pebas in 2021, to fulfill it, the descriptive, field, univariate and cross-sectional type was designed, a questionnaire was elaborated to collect data, through a survey. The population and sample were constituted by 101 teachers. The research concludes that the level of self-evaluation of learning evaluation strategies in the students of the 101 (100.0%) teachers is good in 75.2% (76), regular in 16.8% (17) and deficient in 7.9% (8). Likewise, the confirmation of the normality of the data and the hypothesis test based on the student’s t-test support the premise that the level of strategies to evaluate learning in these institutions significantly exceeds the average established in μ = 45 points. These results validate the hypothesis that teachers are applying effective evaluation strategies in the classroom.