La Innovación Educativa en la evaluación del y para el aprendizaje en el subnivel de Educación General Básica Elemental en la Unidad Educativa Ovidio Decroly durante el primer trimestre del Año Lectivo 2024-2025.
This study examines the application of educational innovation in learning assessment within the Elementary General Basic Education sublevel at Unidad Educativa Ovidio Decroly during the first trimester of the 2024-2025 academic year. The research stems from the need to modify traditional assessment...
Wedi'i Gadw mewn:
| Prif Awdur: | |
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| Fformat: | masterThesis |
| Iaith: | spa |
| Cyhoeddwyd: |
2025
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| Pynciau: | |
| Mynediad Ar-lein: | https://dspace.unl.edu.ec/jspui/handle/123456789/32359 |
| Tagiau: |
Ychwanegu Tag
Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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Ychwanegu Tag | Crynodeb: | This study examines the application of educational innovation in learning assessment within the Elementary General Basic Education sublevel at Unidad Educativa Ovidio Decroly during the first trimester of the 2024-2025 academic year. The research stems from the need to modify traditional assessment approaches to optimize academic performance, foster motivation, and strengthen students’ active participation in their learning process. To conduct the analysis, surveys and interviews were carried out with teachers from this sublevel, allowing for an evaluation of their prior knowledge of innovative assessment strategies, their implementation in the classroom, and the challenges they face in this process. The findings indicated that formative assessment and the use of digital platforms significantly contribute to the development of students' autonomy and responsibility. However, some difficulties were identified, such as resistance to change among certain teachers and students, as well as a lack of infrastructure and access to technology. These challenges highlight the need for continuous teacher training and greater institutional support. The study’s conclusions emphasize the importance of adopting more inclusive assessment approaches tailored to students' individual needs, promoting active methodologies that enhance student engagement in learning. As a result, recommendations are proposed, including ongoing teacher training, the effective integration of technology in assessment processes, and the strengthening of an institutional culture that fosters educational innovation. This study contributes to the field of educational assessment by demonstrating the positive impact of innovative strategies on learning, as well as proposing measures to 5 establish a flexible assessment model aligned with the educational challenges of the 21st century. |
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