El rendimiento académico y la evaluación formativa: un estudio correlacional desde la asignatura de lengua castellana

Abstract

This thesis is framed in analyzing the formative evaluation as a correlational teaching-learning practice adopted by teachers to strengthen the academic results of tenth grade students taking the subject of Spanish language at the Baháí Ruhi Arbab School in the municipality of Puerto Tejada-Cauca. Thus, in order to achieve this objective, a qualitative research with a type of correlational analysis was carried out. In addition, a questionnaire was applied as an instrument and/or tool to a focal group of 10 students of the tenth grade of the institution mentioned above, and a semi-structured interview to the three teachers of the language area (Spanish language, reading comprehension and spelling). Each of the references collected were processed by means of Google forms and audio recorder. From the analysis of the results, it was concluded that despite the fact that teachers use formative evaluation tools, which are not supervised by an external body to provide guidelines for improvement, they greatly strengthen the academic processes of students in the subject of Spanish language.