Bibliographic citations
Cruz, L., (2018). Gestión curricular en la evaluación formativa de los aprendizajes de los estudiantes de la institución educativa nº 40476 Mercedes Manrique Fuentes de la provincia de Islay – Arequipa [Trabajo de suficiencia profesional, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1030
Cruz, L., Gestión curricular en la evaluación formativa de los aprendizajes de los estudiantes de la institución educativa nº 40476 Mercedes Manrique Fuentes de la provincia de Islay – Arequipa [Trabajo de suficiencia profesional]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1030
@misc{sunedu/3946558,
title = "Gestión curricular en la evaluación formativa de los aprendizajes de los estudiantes de la institución educativa nº 40476 Mercedes Manrique Fuentes de la provincia de Islay – Arequipa",
author = "Cruz Gómez, Liliam Julisa",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This Action Plan addresses the problem diagnosed in the educational institution 40476 Mercedes Manrique Fuentes in the city of Mollendo and that is related to inadequate curricular management for the evaluation of student learning at the level, the general objective is to strengthen Curricular management for the evaluation of student learning at the primary level through the development of a system of formative evaluation strategies in professional learning communities The method used being the qualitative approach, applied type, design: action research with the participatory action research variant. This Action Plan considers a descriptive investigation, having as a sample the teaching population of the primary level of the educational institution Mercedes Manrique Fuentes. Observation and survey were used as data collection techniques. The initial diagnosis has allowed us to identify the main causes that are: the limited orientation for the knowledge of the functions of the formative evaluation; little advice on the design of evaluation instruments; the inadequate implementation of monitoring, accompaniment and evaluation and the scarce collegiate work carried out by teachers. Faced with this situation, the implementation of the professional learning community is proposed in which formative evaluation strategies are designed and applied, as an alternative solution in search of an adequate assessment of the learning of the students of the primary level of the educational institution.
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