La evaluación formativa en el proceso enseñanza - aprendizaje de los estudiantes de 6to. año de la Unidad Educativa '' Javier Loyola”

Abstract

The study is aimed at achieving formative evaluation as the most appropriate and necessary way to evaluate in the teaching-learning process. The general objective is to elaborate a formative evaluation guide to favor the teaching-learning process of the 6th year students of the “Javier Loyola. The theoretical analysis is carried out in sources where this type of evaluation is worked, which allowed to sustain the research object from the theory. The socio-critical paradigm based on the qualitative approach and an action-research design and its phases (observation, planning, action and reflection) was assumed. It investigates the causes that lead to the realization of a traditional evaluation, when the Ecuadorian educational system proposes an active process of construction of learning, for which achievement, the realization of the formative evaluation is a fundamental factor. Observation, interview, survey and documentary analysis were used to collect information, in correspondence with techniques such as participant and non-participant observation, semi-structured interview, document review and student survey. Based on the determination of the needs and potential of the research, a didactic guide was built where the procedures and activities to be developed are assumed so that an evaluation can be formative. In conclusion, the use of the formative assessment guide is aimed at a more comprehensive training of students and at improving the results in the teaching-learning process.