Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?Confusiones Habituales y Reflexiones Prácticas

  1. Hortigüela, David 1
  2. Pérez-Pueyo, Ángel
  3. González-Calvo, Gustavo
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Revista:
Revista Iberoamericana de Evaluación Educativa

ISSN: 1989-0397

Ano de publicación: 2019

Título do exemplar: Evaluación Formativa y Compartida en Educación

Volume: 12

Número: 1

Páxinas: 13-27

Tipo: Artigo

DOI: 10.15366/10.15366/RIEE2019.12.1.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista Iberoamericana de Evaluación Educativa

Resumo

It is fundamental to reflect on the aims and possibilities of the use of formative and shared evaluation (FSA) in educational contexts. Although the literature about its effects on diversity of variables is abundant and tedious, it is not so much at the time of clarifying certain pedagogical errors in its implementation. This is necessary, even more so now, where its dissemination has been very high in recent years. The objectives of this study are two: a) to present the most common confusions when using FSA and b) to establish reflections and practical considerations for its proper use. The topics analyzed are: 1) formative assessment/continuous qualification; 2) the teacher as the only feedback agent; 3) no delimitation of the criteria in advance; 4) not allow previous deliveries; 5) not guarantee the jump to the qualification in a pedagogical way; 6) not to associate evaluation procedures with their respective instruments; 7) use the evaluation for purely academic purposes. It is intended that this manuscript may be of special interest and usefulness for all teachers interested in the field of evaluation, and as a consequence to improve their educational practice. It must be remembered that education is much more than assessment, but without it, its effects are more limiting.

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