Research on Classroom Assessment Practices: A Literature Review

Research on Classroom Assessment Practices: A Literature Review

Some efforts to improve the quality of education are based on the idea that students’ performance improves if the teacher uses formative assessment, although the related research is not conclusive. However, in these studies assessment has often been characterized as formative or not based only on th...

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Autores principales: Martínez Rizo, Felipe, Mercado Salas, Adriana
Format: Online
Jezik:spa
Izdano: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014
Online dostop:https://redie.uabc.mx/index.php/redie/article/view/371
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spelling redie-article-3712020-12-14T19:32:01Z Research on Classroom Assessment Practices: A Literature Review Estudios sobre prácticas de evaluación en aula: revisión de la literatura Martínez Rizo, Felipe Mercado Salas, Adriana Educational practice formative evaluation elementary education literature review Práctica educativa evaluación formativa educación básica estado del conocimiento Some efforts to improve the quality of education are based on the idea that students’ performance improves if the teacher uses formative assessment, although the related research is not conclusive. However, in these studies assessment has often been characterized as formative or not based only on the presence or absence of previously specified behaviors, thus failing to take into account more subtle aspects such as the level of cognitive demand of the contents or how feedback is provided. This paper summarizes results from some of the very few studies that have specifically sought to examine the classroom assessment practices of teachers in detail. The results will guide the design of instruments that will allow the gathering of better quality information on teachers’ assessment practices, which is the aim of this line of research. Algunos esfuerzos por mejorar la calidad educativa parten de la idea de que el rendimiento de los alumnos mejora si el maestro utiliza evaluaciones de enfoque formativo, pero las investigaciones al respecto no son concluyentes. Sin embargo, en esos estudios muchas veces la práctica de evaluación ha sido caracterizada como formativa o no formativa considerando sólo la presencia o ausencia de ciertas conductas sin considerar aspectos más finos, como el nivel de demanda cognitiva con que se manejan los contenidos o la forma de dar retroalimentación. Este trabajo sintetiza los resultados de algunos de los pocos trabajos que han buscado expresamente estudiar en detalle las prácticas de evaluación en aula de los maestros. Los resultados orientaran el trabajo de diseño de instrumentos que permitan obtener información de mejor calidad que la habitual sobre las prácticas, como busca la línea de investigación de la que forma parte este trabajo. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014-12-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/371 Revista Electrónica de Investigación Educativa; Vol. 17 No. 1 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 1 (2015) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/371/991 https://redie.uabc.mx/index.php/redie/article/view/371/1005 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Martínez Rizo, Felipe
Mercado Salas, Adriana
spellingShingle Martínez Rizo, Felipe
Mercado Salas, Adriana
Research on Classroom Assessment Practices: A Literature Review
author_facet Martínez Rizo, Felipe
Mercado Salas, Adriana
author_sort Martínez Rizo, Felipe
title Research on Classroom Assessment Practices: A Literature Review
title_short Research on Classroom Assessment Practices: A Literature Review
title_full Research on Classroom Assessment Practices: A Literature Review
title_fullStr Research on Classroom Assessment Practices: A Literature Review
title_full_unstemmed Research on Classroom Assessment Practices: A Literature Review
title_sort research on classroom assessment practices: a literature review
description Some efforts to improve the quality of education are based on the idea that students’ performance improves if the teacher uses formative assessment, although the related research is not conclusive. However, in these studies assessment has often been characterized as formative or not based only on the presence or absence of previously specified behaviors, thus failing to take into account more subtle aspects such as the level of cognitive demand of the contents or how feedback is provided. This paper summarizes results from some of the very few studies that have specifically sought to examine the classroom assessment practices of teachers in detail. The results will guide the design of instruments that will allow the gathering of better quality information on teachers’ assessment practices, which is the aim of this line of research.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2014
url https://redie.uabc.mx/index.php/redie/article/view/371
_version_ 1715723534824636416

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