Formative Evaluation

In this document you will find the intervention process called "Development of formative evaluation competence in teachers attached to the program Ser Más Maestro". This project was carried out in the city of Pereira, Colombia, with the participation of 17 teachers from different public educational institutions at primary and secondary levels. The objective of the research was to determine to what extent the evaluative competence is developed with a formative approach in teachers by carrying out a virtual training process using the Moodle platform and implementing strategies such as forums, the formulation of evaluative projects, case resolution, among others. More than 90% of the teachers showed a development of the evaluative competence with formative approaches and 85% of them demonstrated a conceptual, technical and methodological domain when creating institutional strategies of formative evaluation. In synthesis, it was possible to demonstrate how, in the light of the intervention based on the training process for teachers, they had significant improvements in their evaluative practices.

Autorentext

Magíster en Comunicación Educativa, a sus 26 años es Profesional en el campo de las Humanidades dedicado a la Docencia y a la Administración de la Educación. Es un Video-jugador, amante de las tecnologías y las pantallas digitales. Intérprete investigador y dibujante, partidario del pensamiento "EL MUNDO ES MI REPRESENTACIÓN"

Klappentext

In this document you will find the intervention process called "Development of formative evaluation competence in teachers attached to the program Ser Más Maestro". This project was carried out in the city of Pereira, Colombia, with the participation of 17 teachers from different public educational institutions at primary and secondary levels. The objective of the research was to determine to what extent the evaluative competence is developed with a formative approach in teachers by carrying out a virtual training process using the Moodle platform and implementing strategies such as forums, the formulation of evaluative projects, case resolution, among others. More than 90% of the teachers showed a development of the evaluative competence with formative approaches and 85% of them demonstrated a conceptual, technical and methodological domain when creating institutional strategies of formative evaluation. In synthesis, it was possible to demonstrate how, in the light of the intervention based on the training process for teachers, they had significant improvements in their evaluative practices.