Perspectivas del estudiantado sobre la retroalimentación en la evaluación formativa en séptimo de básica

Abstract

Feedback is a specific, timely and significant information the teacher provides to the students so that they improve their learning, based on the recognition of strengths and weaknesses, with the purpose of knowing and enhancing their current state of learning and what they wish to achieve. However, despite the current regulations on formative evaluation, a punitive and sanctioning evaluation focused on grades still prevails in Ecuadorian classrooms. For this reason, the objective of the research was to analyze the perspectives of seventh-grade students on the feedback process during formative evaluation. Regarding the methodology, an investigation was carried out with a qualitative approach, the technique used was two focus groups, each group made up of 10 seventh grade students from the city of Cuenca. The results show that from the students' perspective they do not know feedback with certainty, but they recognize its importance in reorienting, adjusting and improving learning by identifying errors as another way of learning. Furthermore, they highlight that the level of student involvement depends on the feedback their teacher gives them. Finally, teachers do not diversify their feedback, since the most common way to provide feedback is through verbal conversations directed toward a student or the entire class.