The importance of formative assessment in the learning teaching process

Abstract

The present research aimed to know the role that the formative evaluation fulfills in the teaching-learning process, this is based on a continuous evaluation process that occurs during learning, based on the search and interpretation of evidence about student performance and the scope of students' different goals, projections or objectives. Within the methodology, analytical and research methods were used, thus knowing the importance of evaluation; analyzing the needs and interests of students through a survey that was conducted in the Technical Educational Unit "Walter Francisco Andrade Ortiz" of the City of Pedernales; with the aim of raising awareness in the teachers of the institution, the importance of formative evaluation as a means to raise the quality of performance of students, and thus to demonstrate the results of learning obtained within the classroom in students: The results of the research showed that the formative assessment improves the school performance of the students and this can be used as a strategy to promote collaboration between them.

Maintaining Professional Standards in Early Childhood Teacher Preparation: Evaluating Adaptations to Fieldwork-Based Experiences During COVID-19

“…Of the InTASC standards students reflected on, assessment was the lowest (n = 9) and learning differences (n = 22) being the highest. While summative assessments may have been challenging to make during these coursework modifications, it is a reminder to stress the importance of formative assessment (Menéndez et al, 2019 ), something that we saw many students engage with successfully. Students did practice skills in individualization and differentiation and some of them encountered scenarios where they focused on inclusion of diverse learners.…”

Explaining Individual and Collective Programming Students’ Behavior by Interpreting a Black-Box Predictive Model

“…As such, not only the learner product is evaluated, but also the process behind, that is, not only their codes are evaluated, but also their learning paths and effort to produce their codes. Formative feedback might be sent to students, to improve student attainment, in response to a request from the literature for such works [15], [31], [38]. For example, an automatic notification might be sent to each learner, showing them their own force plots with their most important behaviours that should be encouraged, and the ones which need improved upon.…”

Professional Development Activities and Teacher Performance

“…Giving positive comments to learners would inspire and boost learners to put more effort into diligently doing the assigned task (Mujtaba, Parkash, & Nawaz, 2020). The appropriate assessment would help students' performance and encourage collaborative works among the learners Menéndez, Napa, Moreira, and Zambrano (2019). As shown in Table 2, the teachers' instructional skills are perceived as 'mastery' and 'strongly evident'.…”