Formative assessment in multi-grade schools: design and implementation of a workshop for community educators
DOI:
https://doi.org/10.64092/ass1ws73Keywords:
Formative assessment, teacher training, teacher assessment strategiesAbstract
This study examines the level of knowledge of teachers in Region 30_Tulancingo regarding formative assessment of learning. It focuses on the implementation of teacher assessment strategies through a workshop course that integrates various pedagogical approaches, such as Critical Pedagogy and Constructivism. Ethnography is employed as a fundamental tool to enable teachers to gain a deeper understanding of their educational environment. This mixed-methods study, based on an action-research methodology, utilizes interviews and community walks, along with theoretical review for the action proposal, followed by observation and reflection. The interviews and walks serve as means to gather information about teachers’ needs and the contextual challenges in which assessment is conducted. The results highlight teachers’ agreement on the creation of a workshop course that complements and enhances their academic training, while also identifying preliminary topics to be developed. This study underscores the importance of teacher training in formative assessment and presents a didactic proposal that emphasizes feedback as a key process to promote effective formative assessment, aligned with the requirements of the New Mexican School (NEM).
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Copyright (c) 2025 Pedro Omar Valencia-Aguilar, Javier Moreno-Tapia, Irma Quintero-López (Autor/a)
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