DIAGNOSTIC AND SUMMATIVE FORMATIVE PLANNING FOR THE EVALUATION OF STUDENTS IN THE TEACHING_ LEARNING PROCESS
Many educational researchers studying the evaluation process have opined that the evaluation has never been done fairly as there are always criteria to be evaluated in the students that could achieve 100% percent security in it and approximate what we could call a fair and equitable evaluation
For example, I can mention as a reflection the following:
One of the most complex dimensions regarding the evaluation process we experience when we have to apply the evaluation in our students, is the correct way to evaluate it that is, how to evaluate the learning of the students in the field of the development of their "moral conscience" to say in the acquisition and internalization of values and attitudes as many teachers ignore part of this criterionand when the process is going to be included or carried out through the evaluation functions we fail why? because sometimes it is a bit confusing to know how to incorporate the evaluation functions in the classroom more specifically in a didactic planning. Added to this are the doubts about what instruments to use and when to do it.
I want to remember that we must keep in mind when evaluating our students the functions that are immersed in the evaluation process which are: Formative and summative diagnostic evaluation
In this sense, evaluation has three functions: diagnostic, formative and summative.
1.- Diagnostica: it allows all those interested to know to what degree a certain learning is called before starting work with it
2.- Formativa: an evaluation incardinated throughout the teaching and learning process which will lead us through observation to the evaluation of each step of said process as it guides from the progress and difficulties of the students. During the learning process, students make decisions about the teaching strategy and the necessary adjustments to it in order to achieve the learning goals.
3.- Summativa: it is usually applied in processes considering multiple factors to assign a numerical value
All teachers must have in their teaching bag regarding their planning the indispensable applet when evaluating these three functions
In that same order of ideas and in accordance with the functions, the teacher must also have at hand the three moments of the evaluation which will be immersed throughout or throughout the process, these moments must be framed in the following criteria:
1.- Initial evaluation: it will be carried out as a portico whenever a new teaching and learning process is proposed, which begins in the classroom and aims to explore and obtain information about the situation of each student when starting the process to adapt it to their needs. actually your possibilities
2.- continuous or procedural: it consists in assessing a permanent correction of the teaching and learning process through decision-making and the incorporation of those actions deemed necessary to stimulate and improve school performance at all levels
3.- Final evaluation: its purpose is to know the degree of learning acquired and internalized by each student, concepts, procedures and attitudes at the end of the process developed with the purpose of identifying to what extent the goals established at the beginning were met.
The formative and summative diagnostic evaluation must go hand in hand with the continuous initial and final throughout the entire learning process so that the teachers can carry out their own self-evaluation as the protagonist of the planning and development of the teaching process of their students
Specifically, the functions of evaluation are an articulation for the understanding and transformation of educational reality so that students learn to coexist knowing how to do and be.
Let us remember that the evaluation of the teaching and learning process must be qualitative and criterial, which means that it is not only based on the quantitative measurement of the results obtained by the students at the end of the process, but is based on the individualized assessment of the own process based on previously established criteria
In this sense, I exemplify an evaluation strategy in the natural sciences area of the third year of Basic for didactic planning:
FUNCTION OF THE EVALUATION:
DIAGNOSTIC
¿What am I going to evaluate? (examples of activities in a planning)
Concept map about Mendel's laws in solving and interpreting crosses
¿What do I want to evaluate?
The level of mastery of problem solving in genetic inheritance according to Mendel's laws
¿By what will I evaluate?
we will use a checklist to
apply the concepts of genetics in the laws of
inheritance for problem solving
genetics.
FORMATIVA
¿What am I going to evaluate?
Summary of possible causes of hereditary transmission
¿What do I want to evaluate?
The relevance of the topic, for example here could implement the relationship that the branch of mathematics has with the mechanisms of hereditary transmission because the domain of the subject is based on mathematical applications as well as the general content of what I want to evaluate
¿By what will I evaluate?
For this evaluation we select a checklist, here for example we implement criteria such as:
Review of practice and resolution of exercises using direct questions to the students and observation of the activities carried out on the subject
SUMATIVA
¿What am I going to evaluate?
Written test aimed at phenotypic and genotypic proportions applying problem solving at Mendel's crosses
¿What do I want to evaluate?
The level of learning achievement.
the final choice can be made together with the teacher and her students
I conclude remembering that learning is understood as a process of meaning construction by the student with the adjusted help of the teacher, so the degree of significance of the learning is important since it becomes the first indicator of the evaluation.
Bibliography consulted. up-to-date teacher manual, notebook for teacher evaluation processes
