Analyzing teacher’s assessment practices using formative assessment supported by Web 2.0 tools

Abstract

Formative assessment is crucial in educational contexts as it enhances students' performance. For many years, have applied traditional assessment methods with poor results, leading to realize the necessity of transforming the assessment practices to a formative approach, while recognizing the value of Web tools as support in this transition. The purpose of this research is to analyze how the assessment practices have evolved after implementing formative assessment based on Web 2.0 tools. Today, the concept of assessment has shifted. The authors argue that authentic assessment is formative because it enables both students and teachers to learn; they can learn from mistakes, fostering continuous improvement. The research methodology employed was qualitative, utilizing a case study approach, with data collection instruments including diaries and observations, and thematic analysis for data interpretation. The results indicated that during this implementation, the assessment practices changed in four significant ways. The students benefited from the assessment as they received feedback on their strengths and areas for improvement, enabling them to enhance their performance. This process also facilitated the learning and reflection on the teaching practices. Additionally, the use of assessment criteria, which the students were aware of from the outset of the activities, contributed to this change. Furthermore, the assessment became continuous, meaning it was integrated throughout the entire teaching process and utilized Web tools to support the practices. In conclusion, formative assessment has allowed me to reflect on how to enhance the teaching and has guided the students in understanding how to improve their performance.