2017, Number S1
Formative evaluation. A look from the project work
Espino SM, Castro GD, Merino RL, Horta GO, Morell MF
Full text
Language: Spanish
References: 9
Page: 40-42
PDF size: 452.46 Kb.
ABSTRACT
The investigation was conducted to assess the relevance of the Project Work as a way to achieve formative evaluation in the Preparatory Academic Year of the Latin American School of Medicine. A cross-sectional descriptive study was used, covering the 2013-2014, 2014-2015 and 2015-2016 academic years, with a study universe composed of 628 students enrolled in High School and 37 teachers of the subjects that are evaluated with this type of evaluation. A random sampling was carried out, which included 150 students (31.5%) and 15 teachers (40.5%), per years. Surveys were applied to students and teachers; as well as direct, open, non-participant and external observation that allowed to evaluate the different moments of the process of direction, development and control of the Project Work. As results the potentialities and weaknesses of this type of final evaluation were identified, starting from the results of its implementation and theoretical foundations that characterize the process of formative evaluation assumed by the subjects. It is concluded that the project work used in High School is relevant, since it contributes to the formative evaluation, while, it supports the participation of the students in their own evaluation, it is feedback, contextualized, continuous, qualitative and individual, contributing to the development of a humanistic, scientific and creative thinking, necessary for the insertion of these students in the Basic Sciences.REFERENCES
Monereo C, Weise C, Álvarez I. Cambiar la identidad docente en la universidad. Formación basada en incidentes dramatizados [Internet]. Washington:Infancia y Aprendizaje: Journal for the Study of Education and Development; 2013 [citado 9 de Sep. 2014]. Disponible en:http://www.tandfonline.com/doi/abs/10.1174/021037013807533043