La evaluación formativa en el proceso de enseñanza aprendizaje de ciencias naturales en décimo de educación básica. Análisis de caso

Abstract

The work addresses formative assessment from the perspective of feedback. Not all types of evaluation are oriented towards meaningful learning; some teachers use traditional methods that do not identify or address students' individual needs concerning the knowledge or skills they need to improve, which can negatively impact their academic performance and motivation. This study aims to understand formative assessment through feedback in the learning process of tenth-year Basic General Education in a real context. The study methodology has a mixed approach, and its methodological design corresponds to a case analysis. Four teachers and thirty tenth-year students from an educational institution in Mindo participated. Interviews and surveys were used to collect and analyze the information. The results are divided into five criteria: specificity, timing, scaffolding, complexity, and motivation, highlighting the importance of teacher feedback to improve student learning. The need to be specific to optimize its effectiveness is emphasized. It is concluded that implementing formative assessment is crucial to improving the teaching-learning process in Natural Sciences. It is necessary to train teachers in formative assessment techniques and to promote their effective application in the classroom. Furthermore, continuous and personalized feedback is fundamental to motivating students and improving their academic performance.