Literacidad evaluativa. Un diagnóstico en docentes de educación básica de México
DOI:
https://doi.org/10.33010/ie_rie_rediech.v14i0.1645Palavras-chave:
Educação Básica, Avaliação de Aprendizagem, Avaliação Formativa, Avaliação em Sala de Aula, Alfabetização, ProfessoresResumo
Los docentes requieren de una sólida formación en evaluación para realizar esta actividad en el aula. En este estudio se aplicó un instrumento para conocer mediante el auto-reporte el nivel de conocimientos y habilidades de los docentes de educación básica referidos a la evaluación, identificar si existen diferencias entre las dimensiones evaluadas y analizar si existen diferencias en función de los años de experiencia, capacitación recibida, edad, formación académica, condiciones económicas y nivel educativo que atienden, así como identificar variables predictoras de la literacidad evaluativa. Los resultados indican que el nivel de literacidad de los docentes está por encima de la media, la evaluación formativa y el uso de la evaluación mostraron mejores resultados y las diferencias estadísticamente significativas se relacionan con los años de experiencia, las horas de capacitación, las condiciones económicas y la edad de los docentes. La capacitación, las condiciones económicas y la edad fueron las variables predictoras. Se puede concluir que la formación de los docentes es un aspecto fundamental. Se recomienda realizar estudios cualitativos que complementen la visión de este tema.
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Copyright (c) 2023 José Pérez-García, María de los Ángeles López Ortega
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