PENSAR LA EVALUACIÓN FORMATIVA PARA LA EDUCACIÓN BÁSICA EN MÉXICO.
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| Title: | PENSAR LA EVALUACIÓN FORMATIVA PARA LA EDUCACIÓN BÁSICA EN MÉXICO. |
|---|---|
| Authors: | DÍAZ-BARRIGA, ÁNGEL1 adbc49@gmail.com |
| Source: | Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 108, p217-242. 26p. |
| Subject Terms: | *Formative evaluation, *Basic education, *School autonomy, *Student engagement, *Teaching methods, *Curriculum, *Educational evaluation, Social processes |
| Geographic Terms: | Mexico |
| Abstract (English): | In Mexico, the 2022 Primary and Secondary Education Curriculum calls for strengthening formative assessment from a comprehensive perspective, shifting from an assessment concept focused on establishing learning outcomes to one that considers the processes that shape and develop the subjects of education (students and teachers). The purpose of this text is to offer a pedagogical-didactic proposal consistent with the 2022 Curriculum that considers this type of assessment. One of the key elements proposed is the shared responsibility of students, individually engaged in their own learning processes. In addition, strategies are provided to guide teachers, including specific actions that promote their professional autonomy and curricular contextualization. Likewise, the meaning of feedback is redefined to position it as a tool for improving teaching. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En México, el Plan de Estudio 2022 de educación básica establece la necesidad de fortalecer la evaluación formativa desde una perspectiva integral, lo que involucra pasar de una concepción de evaluación centrada en el establecimiento de logros de aprendizaje a otra de carácter formativo que considere los procesos que gestan y desarrollan los sujetos de la educación (alumnado, profesorado). El objeto de este texto es, a partir del análisis del pensamiento francófono sobre evaluación formativa, ofrecer una propuesta pedagógico-didáctica congruente con el Plan de Estudio 2022 que considere este tipo de evaluación. Uno de los principales elementos propuestos es la participación corresponsable del estudiante como sujeto que se enfrenta a sus procesos de desarrollo del aprendizaje. Además, se ofrecen estrategias para orientar al docente, tales como acciones concretas que favorecen su autonomía profesional y la contextualización curricular. Asimismo, se replantea el sentido de la retroalimentación para impulsarla como una opción para mejorar el trabajo docente. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191763525 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PENSAR LA EVALUACIÓN FORMATIVA PARA LA EDUCACIÓN BÁSICA EN MÉXICO. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22DÍAZ-BARRIGA%2C+ÁNGEL%22">DÍAZ-BARRIGA, ÁNGEL</searchLink><relatesTo>1</relatesTo><i> adbc49@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2026, Vol. 31 Issue 108, p217-242. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Basic+education%22">Basic education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+autonomy%22">School autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+processes%22">Social processes</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: In Mexico, the 2022 Primary and Secondary Education Curriculum calls for strengthening formative assessment from a comprehensive perspective, shifting from an assessment concept focused on establishing learning outcomes to one that considers the processes that shape and develop the subjects of education (students and teachers). The purpose of this text is to offer a pedagogical-didactic proposal consistent with the 2022 Curriculum that considers this type of assessment. One of the key elements proposed is the shared responsibility of students, individually engaged in their own learning processes. In addition, strategies are provided to guide teachers, including specific actions that promote their professional autonomy and curricular contextualization. Likewise, the meaning of feedback is redefined to position it as a tool for improving teaching. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: En México, el Plan de Estudio 2022 de educación básica establece la necesidad de fortalecer la evaluación formativa desde una perspectiva integral, lo que involucra pasar de una concepción de evaluación centrada en el establecimiento de logros de aprendizaje a otra de carácter formativo que considere los procesos que gestan y desarrollan los sujetos de la educación (alumnado, profesorado). El objeto de este texto es, a partir del análisis del pensamiento francófono sobre evaluación formativa, ofrecer una propuesta pedagógico-didáctica congruente con el Plan de Estudio 2022 que considere este tipo de evaluación. Uno de los principales elementos propuestos es la participación corresponsable del estudiante como sujeto que se enfrenta a sus procesos de desarrollo del aprendizaje. Además, se ofrecen estrategias para orientar al docente, tales como acciones concretas que favorecen su autonomía profesional y la contextualización curricular. Asimismo, se replantea el sentido de la retroalimentación para impulsarla como una opción para mejorar el trabajo docente. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191763525 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 26 StartPage: 217 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Basic education Type: general – SubjectFull: School autonomy Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Social processes Type: general – SubjectFull: Mexico Type: general Titles: – TitleFull: PENSAR LA EVALUACIÓN FORMATIVA PARA LA EDUCACIÓN BÁSICA EN MÉXICO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: DÍAZ-BARRIGA, ÁNGEL IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 31 – Type: issue Value: 108 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
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