Bibliographic citations
Mendoza, L., (2023). Evaluación formativa con niños y niñas de Educación Inicial desde las percepciones de estudiantes del último ciclo académico de una universidad privada de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24912
Mendoza, L., Evaluación formativa con niños y niñas de Educación Inicial desde las percepciones de estudiantes del último ciclo académico de una universidad privada de Lima []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24912
@misc{sunedu/3456153,
title = "Evaluación formativa con niños y niñas de Educación Inicial desde las percepciones de estudiantes del último ciclo académico de una universidad privada de Lima",
author = "Mendoza Huaylinos, Lorena Isabel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
This is a descriptive, exploratory, qualitative research. Its main objective is to analyze the perceptions of students in the last academic cycle of a private university in Lima on formative evaluation with children at the early childhood education.The specific objectives are twofold: the first seeks to identify the aspects that characterize formative evaluation with children at the early education level based on the perceptions of students in the last academic cycle of a private university in Lima, and the second to identify the perceptions of the role of educational agents in formative evaluation with children at the early chilhood education level of students in the last academic cycle of a private university in Lima. In this sense, the study investigates the perceptions of students about to graduate as early education teachers, with the intention of analyzing their perceptions in relation to formative evaluation with children in early childhood education. In conclusion, the research reports that most of the students interviewed have notions of formative evaluation, which are coherent with the theory and are related to the principles of Early Childhood Education proposed by the Peruvian Ministry of Education. However, it is recommended to promote spaces for reflection from teacher training that foster a culture of formative evaluation.
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