Instrumentos de evaluación formativa para el primer bloque curricular de la asignatura de matemática del segundo año de bachillerato general unificado: guía didáctica

Abstract

This paper proposes a quantitative research, which aims to guide the work of the educator in the field of learning assessment in the subject of mathematics, by designing a tutorial teacher. The research participants were high school sophomores and mathematics teachers of the institution. The investigation started with a tour of all the theoretical aspects involving the evaluation process with a constructivist approach and focused mostly on formative assessment. In the second stage the methodology used by the teacher in the teaching-learning process, on evaluation aspect, using student surveys, interviews with teachers, curriculum documents observation. Diagnostic results determine that teachers mostly do not employ formative evaluation instruments. In the third stage a tutorial teaching was designed, with diagnostic results, which it includes: planning skills with performance criteria, lesson plans, assessment activities and overall evaluation tools applied, which in general is rubric. The research concludes by analyzing the results obtained by the application of the proposal, it includes results of the surveys post proposed, the same students report that teachers planned various activities in the classroom and were generally evaluated them with a rubric. Also it shows the results of the hypothesis test, where he considers the alternative hypothesis is accepted that if there is significant difference between the two groups considered in the investigation.