Bibliographic citations
Flores, A., (2021). Percepciones de los docentes de primaria sobre la Evaluación Formativa en el proceso de enseñanza aprendizaje en una institución educativa pública [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19740
Flores, A., Percepciones de los docentes de primaria sobre la Evaluación Formativa en el proceso de enseñanza aprendizaje en una institución educativa pública []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19740
@misc{renati/1666407,
title = "Percepciones de los docentes de primaria sobre la Evaluación Formativa en el proceso de enseñanza aprendizaje en una institución educativa pública",
author = "Flores Ortega, Aracelly",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Formative assessment has been promoted with greater force in Peru since 2016; year in which the National Basic Education Curriculum (CNEB) was modified and in which evaluation is defined as “a permanent process of communication and reflection on the results of student learning […] and seeks to identify progress, difficulties and achievements of students in order to provide them with the pedagogical support they need to improve” (Ministry of Education, 2016, p. 177). Faced with this, the problem arises, what are the perceptions of primary school teachers on Formative Assessment in the teaching-learning process in a public educational institution in Metropolitan Lima? It seeks to analyze with this, the perceptions of teachers on the Formative Assessment for learning in a public educational institution in Metropolitan Lima. The research is developed under a mixed methodology that consists of a survey applied to 21 teachers and an interview applied to 6 teachers of each grade of the primary level of a public educational institution. The development of the research is framed in two specific objectives: to describe the perceptions about the conceptions of Formative Assessment that primary level teachers have; and, describe the perceptions on the application of means, techniques and instruments of Formative Assessment in the educational practice of primary level teachers. From the results obtained oriented to these objectives, we proceed to an analysis between the teachers' perceptions at a conceptual and practical level. The results of the research conclude that teachers demonstrate a general knowledge about Formative Assessment, however, the means, techniques and instruments that they put into practice correspond mostly to Summative Assessment.
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