La retroalimentación como estrategia didáctica para fortalecer las prácticas evaluativas en el aula escolar

Abstract

The learning evaluation process is an issue of constant analysis and reflection. By Launching this research/intervention project at Institución Educativa Antonia Santos in Montería, Colombia, we aim to generate spaces of reflection and transformation about the meaning of learning evaluation to promote formative and on ongoing evaluation that legitimizes its actors contributing to the teaching-learning process and finally implement feedback as a didactic strategy to strengthen evaluation practices in the classroom. The theoretical framework was based on Morín (1994), Sandoval (2002), Camilloni (2008), Castillo and Cabrerizo (2010), Tobón et al. (2010), Touriñán (2011), Standaert & amp; Troch (2011), Castañeda (2013), Civarolo et al. (2014), among other authors, who are considered important authors that contribute to these purposes. The methodological approach suggested is qualitative and it develops conversational spaces, social cartographies, unstructured interviews, reflective teams, a categorical tree, coherence matrix and category matrix. With all this in mind, an intervention on the evaluation processes that takes place in the classroom is proposed from a complex-systemic approach where feedback is manifested as a didactic strategy oriented by exercises of co-evaluation and self-evaluation that retake the comprehensive or analytical rubrics as formative evaluation tools. Feedback is considered to cause a systematic interaction within the evaluation process. Through it, it is possible to have a relationship in two directions that nurtures both the student’s learning process and the teaching process that the teacher guides; strengthening in this way, the teaching process.