Bibliographic citations
Quispe, A., (2024). Estrategias de Evaluación Formativa en la Educación a Distancia, Aplicadas a niños y niñas de 5 años en la Institución Educativa 1183 Unión Anta-Cusco y la Institución Educativa Innova Schools Cusco-Huancaro [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/105
Quispe, A., Estrategias de Evaluación Formativa en la Educación a Distancia, Aplicadas a niños y niñas de 5 años en la Institución Educativa 1183 Unión Anta-Cusco y la Institución Educativa Innova Schools Cusco-Huancaro []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/105
@misc{renati/816341,
title = "Estrategias de Evaluación Formativa en la Educación a Distancia, Aplicadas a niños y niñas de 5 años en la Institución Educativa 1183 Unión Anta-Cusco y la Institución Educativa Innova Schools Cusco-Huancaro",
author = "Quispe Quispe María, Antonieta",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisiy rimayllapi willasayki Kay k’uskiy “Estrategias de Evaluación Formativa Aplicadas a niños y niñas de 5 años de la Institución Educativa 1183 Unión Anta-Cusco y la Institución Educativa Innova Schools Cusco-Huancaro” sutichasqa llamk’ayqa awarikamurqan imaynatachus kay isakaynin yachay wasikunapi yachachiqkuna qhawarichkanku pichqa watayuq wawakunapa chaninchayninkuta. Aswantaqa riqsiriyta munarqani imaynatachus kunam pachakunapi yachachiqkuna qhawarichkanku llamk’ayninkuta chaninchaykuna mat’iparinankiupaq. Kay llamk’ayqa allicharikamurqam enfoque cualitativo sutichasqa, ruraynintaq willakuy qhawarichiy yuyaypi, chaypaqtaq qharikurqam pichqa watayuq niq’ipi kimsa yachachiqkunata iskaynin yachaywasimanta, huqnin llaqta ukhumanta, huqkaqtaq llaqtapa qayllankunamanta. Tapukuykunaqa rurakurqam pisi awasqañam, kay ukhupitaq qharikurqam evaluación formativa, los procedimientos e instrumentos de la evaluación formativa; los actores importantes de la evaluación formativa, nisqa sutichasqakuna, chaykunataq imaynatachus pichqa watayuq warmi qhari wawakunaman chayarichkam chayta. Kay llamk’ay qhawarisqa ukhupi taririkullantaq, kay ñak’ariy unquy ukhupi kimsantin yachachiqkunapa astawan yachayninkuta mat’iparinku chaninchaykunata, Y (1) llaqta ukhumanta, tumpatawan rirsirin yachachiykuna chachinchaymanta iskaykaq yachachiqkunamantaqa, ichaqa, Y (2) chaymanta Y (3) kasqam ñanllapitaqmi tarikuchkanku. Kimsantin qhawariypipas rikurikullantaqmi imaymana kay yachachiy hamut’ay ukhupi rurayninkupipas ancha allinpuni kay musuq yachaykuna chaninchay qhawarisqanku. Llapankupas kutipayta ruranku yachachisqankumanta, hinaspapas hap’ikunku imaymana llamk’aymanta chaninchasqanku qispichinankupaq, ichaqa rikukunpuniraqmi ñawpaq llamk’aykunawan thaqrusqanku, hinapapas qhawarikullantaqmi yachachiqkunapa pisi riqsiriyninku imaynachus warmi qhari wawakunapa tukuy winariyninku chayta. Chanin rimaykuna: Evaluación Formativa, Estrategias De Evaluación Formativa, Educación A Distancia, Aprendizaje Y Enseñanza.
Abstract This research work deals with the Formative Evaluation Strategies Applied to 5-year-old boys and girls of the Educational Institution 1183 Unión Anta-Cusco and the Educational Institution Enova Schools Cusco-Huancaro. An investigation was developed with a systematization method with a qualitative approach, which in turn contains the exposition of the analysis units, a narrative design and descriptive scope, a sample and the instruments used in the investigation. This work aims to know how teachers develop the subject of formative evaluation and what evaluation strategies they apply, with the results obtained will be a great contribution for teachers for the purpose of their improvement. The participation of three teachers of the initial level of 5 years, from two different educational institutions, was used as units of analysis; a semi-structured interview was carried out to collect direct information from the teachers. The following categories have been counted, the conception of the formative evaluation by the Teachers, the procedures and instruments of the formative evaluation, important actors of the formative evaluation, and strategies applied to 5-year-old boys and girls. Among the findings, it was possible to identify that the teachers do conceive the subject of formative assessment, the instruments they use and the role they play within this teaching and learning process, the important aspects that emerged after remote education and the strategies of formative evaluation, which have been important for the application of this new educational system. They provide feedback, use formative assessment techniques and tools. But it has been possible to verify that they still associate conventional or traditionalist evaluation practices when observing that one of the teachers carries out evaluations to the boys and girls at the end of a unit, in addition, the absence of the little knowledge they have of the child's evolutionary process has been noted and the girl. Keywords: Formative Evaluation, Formative Evaluation Strategies, Distance Education, Learning and Teaching.
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