Instrumentos virtuales de evaluación aplicados en la asignatura de química del segundo año de bachillerato general unificado de la unidad educativa Manuel Agustín Cabrera Lozano período septiembre 2018-julio 2019
The incidence of technology in the way of learning generates new challenges for the evaluation of learning, various ways and instruments of evaluation have been put into practice that help to improve this process, this research aims to develop virtual instruments of evaluation through the support of...
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| 格式: | bachelorThesis |
| 语言: | spa |
| 出版: |
2020
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| 主题: | |
| 在线阅读: | http://dspace.unl.edu.ec/jspui/handle/123456789/23110 |
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添加标签 | 总结: | The incidence of technology in the way of learning generates new challenges for the evaluation of learning, various ways and instruments of evaluation have been put into practice that help to improve this process, this research aims to develop virtual instruments of evaluation through the support of ICT tools for the Chemistry subject of the second year of the Unified General Baccalaureate in the Manuel Agustín Cabrera Lozano Educational Unit, an institution where the lack of implementation of virtual assessment instruments by teachers could be observed and evidenced. The subject considered for this research, had a qualitative-quantitative approach, which was reflected in the analysis of the data collected during the execution stage of the proposal and evaluation of the same, the type of study is non-experimental, transversal, descriptive , and as a technique the survey that was applied to the teacher and the students on the virtual assessment instruments was used. The sample under study corresponds to 20 students of the second year of the General Unified General Baccalaureate “A” who were previously selected for the completion of professional practices. Among the results obtained, it was possible to determine that the implementation of virtual evaluation instruments favor the teaching-learning process of Chemistry, for this reason it is necessary to use these virtual resources by the teacher, since it offers many advantages by optimizing the time of elaboration and qualification, also motivates and arouses interest in students as it is a different and more dynamic way of evaluating what improves the results of the teaching-learning process in students. |
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