Browsing by Author "Silva Lisintuña, Jeiddy Annai"

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    “La evaluación formativa en el aprendizaje”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Silva Lisintuña, Jeiddy Annai; Terán Cóndor, Karen Yadira; Riera Montenegro, Mayra Verónica
    The present research addressed the application of formative assessment and its impact on students’ learning. The objective was to analyze the development of formative assessment in the learning of seventh-grade students of General Basic Education at Unidad Educativa Oxford during the 2025–2026 academic year. Regarding the methodology, the interpretive paradigm and a mixed-methods approach were employed, which made it possible to identify behaviors and assess students’ academic performance. Likewise, the research design was descriptive, while the type of research was field research, which allowed information to be collected from the students’ real educational context. The inductive-deductive method was used to facilitate the collection and diagnosis of the educational reality concerning the development of formative assessment. The techniques employed were interviews with teachers and surveys of students, while the instruments consisted of an interview guide for teachers and a questionnaire for students. Regarding the results, the interviews revealed difficulties in addressing different learning styles, lack of time to monitor each student, challenges in planning assessment instruments, and the persistence of learning gaps and difficulties. Meanwhile, the analysis of the questionnaire showed that 71% of students have low active participation in assessment activities, while 52% reported having an inadequate environment during assessments. Furthermore, 43% indicated that academic reinforcement activities are insufficient to improve learning, and 43% are unable to recognize their learning progress. Based on this diagnosis, a proposal was designed consisting of a didactic guide of assessment instruments, which includes 12 innovative activities aimed at improving the teaching-learning process. In conclusion, formative assessment is an appropriate mechanism for providing support and monitoring throughout the learning process. In this way, it allows for obtaining reliable results, identifying strengths and difficulties, guiding timely pedagogical decision-making, and promoting meaningful learning among students