Citas bibligráficas
Chacon, J., (2023). Desempeño directivo remoto y prácticas de evaluación formativa en los docentes de la Institución Educativa Abilia Ocampo - Rioja, 2020 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/6068
Chacon, J., Desempeño directivo remoto y prácticas de evaluación formativa en los docentes de la Institución Educativa Abilia Ocampo - Rioja, 2020 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/6068
@mastersthesis{renati/1054467,
title = "Desempeño directivo remoto y prácticas de evaluación formativa en los docentes de la Institución Educativa Abilia Ocampo - Rioja, 2020",
author = "Chacon Silva, Jarvick Percy",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
Establishing the coincidence between the remote managerial performance and the formative evaluation practices carried out by the teachers of the Abilia Ocampo Educational Institution, Rioja - 2020, the main objective of the fundamental research was to conduct a quantitative study using a correlational technique and a non-experimental design. The research was conducted on a sample of 33 instructors, who were administered a survey using two online questionnaires. The results suggest that there is no statistically significant correlation between distance management performance and various aspects of formative evaluation procedures; establishment of learning goals (r=-0.128; sig.=0.479>0.05), evaluation criteria (r=-0.052; sig.=0.773>0.05), formative feedback (r=0.110; sig.= 0.544>0.05), self and co-evaluation (r=0.212; sig.=0.236 >0.05), a situation that led to rejecting the alternative hypotheses and admitting the null hypothesis. It is concluded that there is no significant relationship between remote managerial performance and the formative evaluation practices carried out by the teachers of the IE Abilia Ocampo, Rioja - 2020; since, a very low and positive Pearson coincidence was obtained (r=0.113; sig.=0.532>0.05); In addition, only 1.27% of what teachers do is due to the actions of managers in the framework of the exercise of their pedagogical and managerial functions, respectively.
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