Formative evaluation in the management of learning in secondary school teachers

Abstract

The purpose of this research is to analyze the influence of formative evaluation on learning management in secondary school teachers. The research is applied, explanatory level, quantitative approach and non-experimental, causal correlational design. The population studied was 160 teachers, with a sample of 114 educators selected by means of a proportional stratified probability sampling. The survey technique was used to collect information, applying two questionnaires: one of 25 items for formative evaluation and another of 27 items for learning management. Both questionnaires were validated by experts and reliability was determined using Cronbach's alpha coefficient, resulting in α = 0.970 for formative evaluation and α = 0.943 for learning management, indicating high reliability. For data analysis, the nonparametric ordinal logistic regression test was used, obtaining a p value = 0.000 < 0.05 and a correlation of 0.9714. These results conclude that formative assessment has a significant influence on the learning management of secondary school teachers. In summary, the research demonstrates that an adequate implementation of formative assessment can improve learning management, which highlights the importance of this practice in the educational setting to optimize teaching and learning processes in secondary education.