Difficulties to implement the formative assessment. A state of affairs
The learning assessment approach called formative assessment seems useful because of the benefits that its implementation in schools can provide, but the people who show interest in it do not always know the difficulties that this system entails. This can lead to intervention efforts that lack in th...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2013 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositório: | Perfiles Educativos |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/35716 |
| Acesso em linha: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/35716 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Formative assessment Academic performance Basic education Teachers’ update Intervention programs Evaluación formativa Rendimiento académico Educación básica Actualización de maestros Programas de intervención |
| Resumo: | The learning assessment approach called formative assessment seems useful because of the benefits that its implementation in schools can provide, but the people who show interest in it do not always know the difficulties that this system entails. This can lead to intervention efforts that lack in the necessary soundness to bear fruit. Supposing that the opposition between formative and accumulative assessment is already known, and based on a revision of the literature on this matter, this paper offers an overview of the variety of factors that have an incidence on teaching practice and of the difficulties that this entails for the transformation of this practice, and more particularly for what regards to the adoption of the formative assessment approach. |
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