| dc.creator | Beltr?n, Oscar Javier | |
| dc.date | 2017-12-20T20:23:07Z | |
| dc.date | 2017-12-20T20:23:07Z | |
| dc.date | 2017 | |
| dc.date.accessioned | 2023-08-28T13:29:38Z | |
| dc.date.available | 2023-08-28T13:29:38Z | |
| dc.identifier | https://repository.ut.edu.co/handle/001/2019 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8438671 | |
| dc.description | 131 p. Recurso Electr?nico | |
| dc.description | Tras varios a?os las instituciones educativas vienen realizando evaluaciones y pruebas durante todo el a?o escolar con el fin de calificar al estudiante y con sus resultados ?medir? que tanto conocimiento se ha asimilado por parte del mismo. No obstante a simple vista se observa que dichas evaluaciones no son formativas, pues se limitan solo a discriminar que estudiantes no han adquirido dicho conocimiento para colocar tareas extras con el ?nico objeto de que el estudiante ?nivele? los logros no alcanzados. Pero que sucede con los estudiantes que han superado ampliamente los temas, o peor a?n con aquellos que los pasan con el m?nimo valor exigido?
Es all? donde la presente investigaci?n toma valor, pues consiste en la realizaci?n de un profundo an?lisis sobre la incidencia que tiene la aplicaci?n de la retroalimentaci?n de la evaluaci?n en el proceso educativo. Para ello se estudiara la informaci?n obtenida mediante diversos instrumentos durante el tercer y cuarto periodo del a?o 2016, pues su comprensi?n generar? excelentes ideas para mejorar enormemente el aprendizaje del estudiante en el ?mbito educativo.
No obstante, aunque en las comisiones de evaluaci?n se define la promoci?n de los estudiantes y se realizan recomendaciones de actividades de refuerzo para los que no superaron los m?nimos establecidos para las diferentes ?reas de estudio, estas medidas no se reflejan en resultados satisfactorios para el aprendizaje del estudiante. Lo anterior puede ser consecuencia de que dichas reuniones se realizan al finalizar cada per?odo escolar, lo que es un poco tarde, pues la evaluaci?n debe ser continua, durante todo el proceso de ense?anza y aprendizaje, y como esta se encuentra directamente ligada a la retroalimentaci?n, pues de igual manera se debe realizar paralelamente al acto educativo. Esto genera detecci?n temprana de dificultades y problemas que se puedan estar presentando durante la ense?anza de un tema determinado, generando un an?lisis casi que simult?neo al proceso, conllevando con ello a tomar medidas acertadas en tiempo y forma para optimizar el aprendizaje en el estudiante, el cual es la finalidad principal de la educaci?n, generar conocimiento en el educando. | |
| dc.description | After several years educational institutions have been conducting assessments and tests throughout the school year in order to qualify the student and with their results "measure" that so much knowledge has been assimilated by the same. However, at the outset it is observed that these assessments are not formative, because they are limited only to discriminate that students have not acquired this knowledge to place extra tasks for the sole purpose of the student "leveling" the achievements not reached. But what happens to the students who have far exceeded the subjects, or worse still with those who pass them with the minimum required value?
It is there that the present investigation takes value, since it consists in the realization of a deep analysis on the incidence that has the application of the feedback of the evaluation in the educative process. This will study the information obtained through various instruments during the third and fourth period of 2016, as their understanding will generate excellent ideas to greatly improve student learning in the educational field.
However, although the evaluation committees define the promotion of students and make recommendations for reinforcement activities for those that did not exceed the minimums established for the different areas of study, these measures are not reflected in satisfactory results for learning of student. This may be due to the fact that these meetings are held at the end of each school period, which is a bit late, since the evaluation must be continuous, throughout the teaching and learning process, and as it is directly linked to the feedback, because it must be done in parallel with the educational act. This generates an early detection of difficulties and problems that may be present during the teaching of a specific subject, generating an analysis that is almost simultaneous to the process, leading to taking timely and timely measures to optimize student learning, Which is the main purpose of education, to generate knowledge in the student.
Keywords: Evaluation, feedback, learning, formative evaluation. | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Ibagu? : Universidad del Tolima, 2017 | |
| dc.publisher | (CO COL 170) | |
| dc.rights | Atribuci?n-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2-5 CO) | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | http://www.creativecommons.org/licenses by-nc/2.5/co/ | |
| dc.subject | evaluaci?n | |
| dc.subject | retroalimentaci?n | |
| dc.subject | aprendizaje | |
| dc.subject | evaluaci?n formativa | |
| dc.title | La retroalimentaci?n base fundamental de la evaluaci?n para desarrollar habilidades en el ?rea de Ingl?s | |
| dc.type | Trabajo de grado - Maestr?a | |
| dc.type | Text | |
| dc.type | info:eu-repo/semantics/masterThesis | |
| dc.type | info:eu-repo/semantics/submittedVersion | |
| dc.coverage | (Ibagu? - Tolima - Colombia) | |
| dc.coverage | (Mundo, Suram?rica, Colombia, Tolima) [1023837] | |
