La evaluación cualitativa como estrategia didáctica para el fortalecimiento del aprendizaje en el Quinto Año de Educación General Básica de la Escuela Luis Napoleón Dillon, del cantón Suscal

Abstract

Qualitative evaluation has received little attention in basic education academic practices by teachers, which has allowed qualitative evaluation to acquire full relevance; However, it is incapable of evaluating attitudes, abilities, behaviors, skills, as well as providing information to the teacher about the teaching-learning process, limiting the capacity for continuous improvement in professional teaching practices. In this sense, the present investigation focused on evaluation as qualitative and formative, in order to promote their practices in classrooms. The research objective was to develop qualitative evaluation proposals as a didactic strategy to strengthen the learning process in the fifth year of EGB at the Luis Napoléon Dillon school in the Suscal canton. For this, we worked through a descriptive, quali-quantitative research methodology. The research sample consisted of 92 students who participated in a quantitatively assessed survey, and 7 students who were qualitatively assessed. This information guided the design of a didactic guide that seeks that teachers who make use of it are capable of designing a qualitative evaluation based on the game. The general conclusions of the research point to considering new forms of evaluation such as qualitative formative as alternatives capable of complementing the shortcomings that derive from the use focused exclusively on quantitative and summative evaluations.