Formative assessment: reflections on inclusive education
This reflective essay aims to demonstrate how formative assessment could contribute to the goal of achieving inclusive education in the classroom. It introduces Inclusive Education and Formative Assessment from their theoretical foundations, delving into reflections on how formative assessment could...
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| Formato: | Artículo revista |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/828 |
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I15-R208-article-828 |
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I15-R208-article-8282024-08-26T15:53:38Z Formative assessment: reflections on inclusive education Evaluación formativa: Reflexiones sobre la educación inclusiva Cornejo Pino, Camila Almonacid Rivera, Elitsia Andrea Educación Inclusiva Evaluación Formativa Aprendizaje Evaluación del Estudiante Inclusive Education Formative Assessment Learning Student Assessment. This reflective essay aims to demonstrate how formative assessment could contribute to the goal of achieving inclusive education in the classroom. It introduces Inclusive Education and Formative Assessment from their theoretical foundations, delving into reflections on how formative assessment could be a tangible response to inclusion in the classroom. Alongside this, as a form of verification, educational proposals of formative assessment developed in school contexts are presented, which showcase results in line with the tenets of inclusive education. To achieve this, a bibliographic analysis was conducted, reflecting on formative assessment in relation to the foundational tenets of inclusive education. In this article, rather than suggesting a new innovative teaching strategy, we propose revisiting an existing element applicable to any educational instance in a school context, formative assessment, to reflect on how it supports the principles of inclusive education within the classroom context, by enhancing learning while respecting and valuing individual differences. Keywords: Inclusive Education, Formative Assessment, Learning, Student Assessment. El presente ensayo reflexivo tiene el propósito de exponer cómo la evaluación formativa podría contribuir a la meta de alcanzar una educación inclusiva en el aula. En su desarrollo se presenta la Educación Inclusiva y la Evaluación Formativa desde su conformación como conceptos teóricos, para adentrarse en reflexiones respecto de cómo la evaluación formativa podría ser una respuesta concreta en función de la inclusión en el aula. Junto a ello, a modo de comprobación, se presentan propuestas educativas de evaluación formativa desarrolladas en contexto escolar, que permiten evidenciar resultados concordantes a los postulados de la inclusión educativa. Para ello se desarrolló un análisis bibliográfico, el cual reflexiona en torno a la evaluación formativa, en relación con los postulados base de la educación inclusiva, exponiendo experiencias educativas sobre el tema. En este artículo más que proponer una nueva estrategia de enseñanza innovadora, proponemos replantear un elemento ya existente aplicable a cualquier instancia educativa en contexto escolar, la evaluación formativa, para reflexionar en torno a cómo esta favorece los principios de la inclusión educativa dentro del contexto de aula, al potenciar el desarrollo de aprendizajes respetando y valorando las diferencias individuales. Palabras clave: Educación Inclusiva, Evaluación Formativa, Aprendizaje, Evaluación del Estudiante Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/828 10.35305/rece.v2i19.828 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/828/751 Derechos de autor 2024 Camila Cornejo Pino, Elitsia Almonacid https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
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R-208 |
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Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Educación Inclusiva Evaluación Formativa Aprendizaje Evaluación del Estudiante Inclusive Education Formative Assessment Learning Student Assessment. |
| spellingShingle |
Educación Inclusiva Evaluación Formativa Aprendizaje Evaluación del Estudiante Inclusive Education Formative Assessment Learning Student Assessment. Cornejo Pino, Camila Almonacid Rivera, Elitsia Andrea Formative assessment: reflections on inclusive education |
| topic_facet |
Educación Inclusiva Evaluación Formativa Aprendizaje Evaluación del Estudiante Inclusive Education Formative Assessment Learning Student Assessment. |
| author |
Cornejo Pino, Camila Almonacid Rivera, Elitsia Andrea |
| author_facet |
Cornejo Pino, Camila Almonacid Rivera, Elitsia Andrea |
| author_sort |
Cornejo Pino, Camila |
| title |
Formative assessment: reflections on inclusive education |
| title_short |
Formative assessment: reflections on inclusive education |
| title_full |
Formative assessment: reflections on inclusive education |
| title_fullStr |
Formative assessment: reflections on inclusive education |
| title_full_unstemmed |
Formative assessment: reflections on inclusive education |
| title_sort |
formative assessment: reflections on inclusive education |
| description |
This reflective essay aims to demonstrate how formative assessment could contribute to the goal of achieving inclusive education in the classroom. It introduces Inclusive Education and Formative Assessment from their theoretical foundations, delving into reflections on how formative assessment could be a tangible response to inclusion in the classroom. Alongside this, as a form of verification, educational proposals of formative assessment developed in school contexts are presented, which showcase results in line with the tenets of inclusive education. To achieve this, a bibliographic analysis was conducted, reflecting on formative assessment in relation to the foundational tenets of inclusive education. In this article, rather than suggesting a new innovative teaching strategy, we propose revisiting an existing element applicable to any educational instance in a school context, formative assessment, to reflect on how it supports the principles of inclusive education within the classroom context, by enhancing learning while respecting and valuing individual differences.
Keywords: Inclusive Education, Formative Assessment, Learning, Student Assessment. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2024 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/828 |
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2024-08-12T21:44:41Z |
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2024-09-04T02:41:13Z |
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