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Las opiniones de los profesores y directores de escuelas primarias sobre los componentes de la evaluación formativa
Irit Levy-Feldman1, Barbara Fresko2
1Faculty of Education, Kibbutzim College of Education, Technology & the Arts, 149 Derech Namir, Tel Aviv 62507, Israel.
Evaluation and program planning
|August 29, 2025
Resumen
Los maestros y los directores coinciden en gran medida en la evaluación formativa óptima de los maestros, haciendo hincapié en criterios integrales, fuentes de información diversas y planificación del desarrollo. Sin embargo, los directores muestran una mayor confianza en sus opiniones que los profesores con respecto al diseño de la evaluación.
Área de la Ciencia:
- Psicología educativa
- Desarrollo profesional del profesorado
- Teoría de la evaluación
Sus antecedentes:
- Los modelos formativos de evaluación del profesorado son cruciales para identificar las fortalezas y debilidades que guían el desarrollo profesional.
- Las discrepancias en la percepción entre directores escolares y maestros pueden afectar a la eficacia de la evaluación de los maestros.
- Comprender estos puntos de vista diferentes es clave para diseñar esquemas de evaluación eficaces.
Objetivo del estudio:
- Comparar las opiniones de los profesores y directores de escuelas primarias sobre los componentes clave de un esquema óptimo de evaluación formativa de los profesores.
- Investigar las percepciones con respecto a los criterios de evaluación, las fuentes de información, los socios activos y las acciones posteriores a la evaluación.
- Identificar similitudes y diferencias en las expectativas para una evaluación eficaz de los docentes.
Principales métodos:
- Estudio cuantitativo que compara las percepciones de maestros y directores.
- Datos recogidos a través de cuestionarios de 1166 profesores y 177 directores.
- Los participantes calificaron la importancia de varios aspectos dentro de cuatro componentes principales de la evaluación formativa.
Principales resultados:
- Tanto los profesores como los directores favorecían modelos de evaluación completos y variados para el desarrollo profesional.
- Se encontró un gran acuerdo sobre la necesidad de múltiples criterios, socios y fuentes de información.
- Los directores calificaron constantemente los aspectos con mayor confianza que los profesores, indicando diferentes niveles de certeza.
Conclusiones:
- Existen visiones compartidas para la evaluación formativa del profesorado, centradas en enfoques holísticos y enlaces de desarrollo.
- Las diferencias en la confianza de las calificaciones ponen de relieve las áreas potenciales para el diálogo en el diseño de la evaluación.
- La alineación entre los evaluadores y los evaluados en el proceso de evaluación, el propósito y la utilización es vital para mejorar las prácticas educativas.
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