Uso de la evaluación formativa como metodología creativa. Estudio de la motivación y rendimiento académico que generan en el alumnado
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
[SPA] En consonancia con numerosos profesionales de la educación, el uso único y exclusivo de metodologías tradicionales y/o directivas puede mermar la calidad del proceso de enseñanza-aprendizaje y menoscabar el devenir intrínseco del aprendizaje, obteniéndose un bajo rendimiento académico del alumnado. El objetivo del presente estudio fue determinar si una metodología activa basada en un sistema de evaluación formativa a través de dinámicas de grupo influye en la mejora del rendimiento académico, así como en la motivación en alumnos de 4º de Primaria. Los participantes fueron 44 alumnos en total; 23 niños (57,5%) y 21 niñas (52,5%) de la Región de Murcia. La valoración del efecto de la metodología mencionada se llevó a cabo utilizando un diseño quasi-experimental, dos grupos (Experimental y Control). Los resultados demostraron una tendencia al alza de las medias de rendimiento académico en el Grupo Experimental. A la luz de los resultados, podemos indicar que este programa pone de manifiesto los efectos positivos de la intervención para la mejora de la motivación y rendimiento académico. [ENG] According to several authors, the exclusive use of traditional and directive methodologies may reduce the quality of the teaching-learning process and hándicap the intrinsic learning process, resulting in pupils’ low academic performance. The objective of this study was to determine if an active methodology based on a system of educational evaluation through group dynamics has a positive influence on academic performance and creativity in pupils of Primary 4. The sample were 44 pupils in total: 23 boys (57.5%) and 21 girls from the Region of Murcia. The evaluation of the effect of the above mentioned methodology was undertaken using a quasi-experimental design, two groups (Experimental and Control). Additionally, the results showed an upward tendency in the average achievement in the Experimental Group. In light of these results, we can conclude that this programme reveals the positive effects of the intervention in improving, motivation and academic performance.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it