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    Aporte 6 La Evaluación en El Proceso de Ea EN

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    GENESIS RAMOS
    The document discusses evaluation at different stages of a teaching sequence: 1. Evaluation at the beginning involves diagnosing students' prior knowledge and skills to establish a starting point. The goals and activities should be clearly presented. 2. During development, formative evaluation collects evidence of student progress, learning, and strategies through activities and discussions to adapt teaching. 3. At the end, summative evaluation assesses learning achievement based on evidence from the full sequence and provides feedback on performance and areas for future learning.

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    Aporte 6 La Evaluación en El Proceso de Ea EN

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    GENESIS RAMOS
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    The document discusses evaluation at different stages of a teaching sequence: 1. Evaluation at the beginning involves diagnosing students' prior knowledge and skills to establish a starting point. The goals and activities should be clearly presented. 2. During development, formative evaluation collects evidence of student progress, learning, and strategies through activities and discussions to adapt teaching. 3. At the end, summative evaluation assesses learning achievement based on evidence from the full sequence and provides feedback on performance and areas for future learning.

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    Aporte 6 La evaluación en el proceso de ea EN

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    The document discusses evaluation at different stages of a teaching sequence: 1. Evaluation at the beginning involves diagnosing students' prior knowledge and skills to establish a starting point. The goals and activities should be clearly presented. 2. During development, formative evaluation collects evidence of student progress, learning, and strategies through activities and discussions to adapt teaching. 3. At the end, summative evaluation assesses learning achievement based on evidence from the full sequence and provides feedback on performance and areas for future learning.

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    Aporte 6 La Evaluación en El Proceso de Ea EN

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    GENESIS RAMOS
    The document discusses evaluation at different stages of a teaching sequence: 1. Evaluation at the beginning involves diagnosing students' prior knowledge and skills to establish a starting point. The goals and activities should be clearly presented. 2. During development, formative evaluation collects evidence of student progress, learning, and strategies through activities and discussions to adapt teaching. 3. At the end, summative evaluation assesses learning achievement based on evidence from the full sequence and provides feedback on performance and areas for future learning.

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    Evaluation at the beginning, development and closure


    of a didactic sequence
    Evaluation from the formative approach is immersed in the teaching and learning
    processes and is carried out with the central purpose of improving student performance.
    Casanova (1998) tells us that formative evaluation applied to teaching and learning
    "consists of a systematic and rigorous process of obtaining data, incorporated into the
    educational process from the beginning, in such a way that it is possible to have
    continuous and meaningful information to know the situation, to form value judgments
    regarding it and to take the appropriate decisions to continue the educational activity
    improving it progressively".
    THE FOLLOWING STEPS NEED TO BE
    CONSIDERED IN ORDER TO EVALUATE
    LEARNING:
    - Gather information by observing or obtaining evidence.

    - Analyze the acquired information according to the evaluation benchmark, and formulate
    conclusions.

    - Establish a value judgment about learning and share it with the learner to trigger or
    improve learning strategies.

    - Establish a value judgement about the teaching strategy and adapt it to achieve better
    results.

    EVALUATION IN A DIDACTIC SEQUENCE


    Considering that every didactic sequence has a beginning stage, a development stage and
    a closure, the teaching, learning and evaluation processes must converge in order to bring
    the student closer to the achievement of learning.

    THE EVALUATION AT THE BEGINNING OF THE


    DIDACTIC SEQUENCE
    At the time of the evaluation, this initial stage corresponds to the diagnostic evaluation, which
    seeks to evaluate previous knowledge and ideas; spontaneous reasoning and strategies;
    attitudes and habits acquired by the students, depending on their usefulness for the
    expected learning, as well as the representations generated by the students about the
    proposed task.
    The initial stage of the didactic sequence is decisive to interest the students in learning, so it is
    recommended:
     Tell them what they are expected to learn, how they will achieve it, and what it will
    do for them.
     The presentation of the learning to be achieved should be in a language
    appropriate to the characteristics, developmental processes and learning of the students.
     Explain what activities will be carried out, what results or outputs you want to
    achieve, how they relate to expected learning, and what role they will play in assessing
    learning achievement. It is important to verify that the students have understood the task
    that was proposed to them and to generate some evidence.
     To explore and activate the previous knowledge, which will allow to establish the
    starting point of each student and of the group as a whole.
    THE EVALUATION DURING THE DEVELOPMENT OF
    THE DIDACTIC SEQUENCE
    During the development of the didactic sequence the formative evaluation is carried out, in order
    to implement it, it must be done:
     Collect the evidence that from the planning has been foreseen that can be
    obtained.
     To assess, on the basis of the analysis of evidence, the progress made by students
    in learning, the new knowledge they have acquired, their reasoning and their hypotheses
    or explanations, as well as the strategies they use to learn.
     To identify the support required by students, to know and analyse the types of
    mistakes made, to monitor learning progress and to analyse with them the strategies
    used.
     It is not a question of obtaining evidence from each activity, but of gathering
    evidence to evaluate learning, to verify achievements or to identify the support required
    by students.
     Evidence can be collected through a variety of actions (job review, direct questions),
    techniques (observation, questioning, performance analysis) and instruments (comparison
    list, work diary, rubric, estimation scale).
    The results obtained from evaluation at this stage should not have any sanctioning effect;
    rather, they should be used to adapt teaching strategies to the achievement of learning, taking
    into account the errors that students may have or the obstacles they face, in order to
    agree with them, to the extent of their level of development and learning, self-regulation
    strategies that improve the quality of learning.
    THE EVALUATION AT THE END OF THE TEACHING
    SEQUENCE
    The closing stage corresponds to the summative evaluation, the central objective of which is the
    assessment of learning achievement. This evaluation can be carried out on the basis of the
    evidence gathered throughout the didactic sequence, considering the final result or
    product, and its analysis allows a judgment to be obtained.
    In the closing stage of the didactic sequence must be:

     Propose activities to encourage reflection processes in the student about what


    they learned and how they learned it, to help them connect new learning with others, and
    to assess the student's achievements with reference to the beginning and end situation.
     To know, from the summative evaluation, if the students have the bases to
    continue learning.
     Elaborate some judgement based on the results of the teaching and learning
    processes.
     Consider the information needed to assign a level of performance and/or
    numerical reference, where required, and adapt teaching strategies and teaching
    intervention in favour of students.
    Example of how the evaluation can be structured at the start, development and closure of a
    didactic sequence:

    Conclusions
    During the implementation of a didactic sequence, as part of the formative approach of
    the evaluation, it is essential to give the student continuous feedback focused on the
    support and improvement of their performance. Collecting evidence on a permanent
    basis will provide the teacher with valuable information, which should be used to identify
    in a timely manner the orientations that the student needs to improve learning. (In
    another article of this blog you can find information on formative feedback).

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