Bibliographic citations
Huanca, J., (2021). Desarrollo de la evaluación formativa por docentes de cuarto grado de educación primaria. Estudio de caso [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2343
Huanca, J., Desarrollo de la evaluación formativa por docentes de cuarto grado de educación primaria. Estudio de caso []. PE: Universidad Antonio Ruiz de Montoya; 2021. http://hdl.handle.net/20.500.12833/2343
@mastersthesis{renati/1007789,
title = "Desarrollo de la evaluación formativa por docentes de cuarto grado de educación primaria. Estudio de caso",
author = "Huanca Mamani, Jesus Napoleon",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2021"
}
The general objective of this research was to diagnose the development of formative evaluation in a public primary educational institution in the Puno region, from the perspective of teachers in a remote education context and in a pandemic. The research was carried out from the interpretive paradigm, qualitative approach, with a descriptive scope, being a cross-sectional study that considered the period October-November of the year 2020. The case study was used as a method and they were used as techniques for the collection of information observation and interview. The sample consisted of two female teachers from the fourth grade of primary education. The sampling was intentional non-probability. The results show that teachers present a dominant conception of formative evaluation from the socio-constructivist framework. It was also found that in their evaluative practices they follow five phases: 1.-communicate the purpose of learning and evaluation criteria, 2.-obtain the learning evidence, 3.-interpret the learning evidence, 4.-promote self-evaluation and 5.-feedback, although this last phase is one of the most difficult, consequently, they implement Feed Up, with Feed Back difficulties, but not Feed Forward.
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