Formative assessment strategies and teacher performance in the assessment for learning in Regular Basic Education

Abstract

The objective of this research was to determine how the theoretical argumentation of formative assessment strategies and the performance of assessment for learning of teachers of Regular Basic Education (RBE) who conduct the pre-professional practice of the Faculty of Initial Education of the Enrique Guzmán y Valle National University of Education, Peru (NUE) are related. This is a quantitative, descriptive-correlational study. It was worked with a non-experimental cross-sectional correlational design, the population consisted of the 15 teachers of Preprofessional Practice, being this a probabilistic sample. The questionnaire was used to measure the variables. The descriptive results indicated that 46.7% (7) make a theoretical argument of the strategies of regular formative assessment; likewise, of the 15 respondents it can be observed that 66.7% (10) show a satisfactory teaching performance in assessment for learning in RBE. Concluding that the theoretical argumentation of formative assessment strategies is related to the performance of assessment for learning of RBE teachers conducting pre-professional practice (p < 0.05, Spearman's Rho = 0.804; high positive correlation).

Keywords: theoretical argumentation; assessment strategies; formative assessment; teacher performance; assessment for learning.