Bibliographic citations
Cáceres, J., (2018). Gestión curricular en los procesos de evaluación formativa de los aprendizajes en el nivel de educación primaria de la institución educativa María Ugarteche de Mac Lean de la provincia de Tacna - Tacna [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/954
Cáceres, J., Gestión curricular en los procesos de evaluación formativa de los aprendizajes en el nivel de educación primaria de la institución educativa María Ugarteche de Mac Lean de la provincia de Tacna - Tacna [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/954
@misc{sunedu/3947346,
title = "Gestión curricular en los procesos de evaluación formativa de los aprendizajes en el nivel de educación primaria de la institución educativa María Ugarteche de Mac Lean de la provincia de Tacna - Tacna",
author = "Cáceres Sánchez, Jorge Rafael",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This action plan called "Curricular management in the processes of formative evaluation of learning at the primary education level in the educational institution No. 43009 María Ugarteche de Mac Lean province of Tacna - Tacna, is important because it allows us to solve one of the most frequent problems that occur in the teaching practice in the classrooms of the primary level of our institution, which is the inadequate curricular management in the process of formative evaluation of learning at the level of primary education in the educational institution, we We propose the following general objective: Strengthen the curricular management of the processes of formative evaluation of learning through the implementation of a plan for monitoring, accompaniment and evaluation at the level of primary education in the Educational Institution "María Ugarteche de Mac Lean" of Tacna, with the following specific objectives: improve curricular planning to improve learning, promote a formative assessment of learning in order to improve student learning achievements, and implement monitoring, follow-up, and evaluation strategies with emphasis on in evaluation of pedagogical practice in order to improve teaching practice. The assumed design is Participatory Action Research in view of the need to achieve change in the face of a problem. To support our problem we have taken into account the following theories: Curricular management and Monitoring, accompaniment and evaluation of teaching practice. As a pedagogical leader, I conclude that it is extremely important to implement adequate monitoring of pedagogical practice in the classroom, as well as to empower the teacher with the formative approach to evaluation to achieve, on the one hand, that the learning results objectively reflect the learning achievements of our students and on the other, improve the learning achievement of our students.
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