Bibliographic citations
Espinoza, A., (2022). Creencias de los estudiantes de secundaria sobre la evaluación bajo la metodología Flipped classroom en una Institución Educativa Privada de Huánuco. [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23482
Espinoza, A., Creencias de los estudiantes de secundaria sobre la evaluación bajo la metodología Flipped classroom en una Institución Educativa Privada de Huánuco. []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23482
@mastersthesis{renati/2013033,
title = "Creencias de los estudiantes de secundaria sobre la evaluación bajo la metodología Flipped classroom en una Institución Educativa Privada de Huánuco.",
author = "Espinoza Avila, Andy Gibb",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The research report that we present illustrates the students' beliefs about evaluation in a Flipped classroom situation in a private educational institution in Huánuco. What we seek, in the first place, is to describe the students' beliefs taking into account time, resources and materials, the teaching role, evaluation criteria, types of evaluation, and usefulness in the evaluation process. Secondly, these descriptions will be analyzed. A phenomenographic research of a descriptive level and of a basic and substantive type is proposed. For this purpose, semi-structured interviews were carried out with 16 students in the third year of high school from sections A and B. The results were analyzed with the ATLAS TI 9 program to identify the students' beliefs about the aforementioned categories. It was concluded that these 6 categories are associated with each other and that the teacher's role is the most important category for the students, because it directly influences the moment of giving a good evaluation. Likewise, students do not consider that evaluation is permanent, but only at class moments; also, they value videos and technological applications as the main learning resources. Regarding self- and co-evaluation, students do not consider a greater impact of these in their learning process, because they do not feel mature enough to be objective in this process. In addition, two emerging categories were identified, among them, complementary methods such as collaborative learning that generates more personalized evaluations and the positive impact of the Flipped classroom. Finally, more training for teachers in digital competencies training is suggested so that they can prepare suitable materials such as videos and evaluation designs, such as technological applications.
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