Formative assessment as a tool to enhance project-based learning in multi-grade schools
DOI:
https://doi.org/10.62452/zhtqh292Keywords:
Formative assessment, project-based learning (PBL), multigrade schoolsAbstract
In multi-grade schools in School Zone 089, teachers face challenges when implementing Formative Assessment in school projects. Therefore, the purpose of this study is to contribute to the improvement of education in rural communities by proposing assessment tools from the formative dimension that foster a more organized, flexible, inclusive, and collaborative learning environment among teachers and students in multi-grade schools through the Project-Based Learning methodology. This methodology is an innovative alternative that promotes interaction with the socio-educational context across diverse levels, fostering effective feedback in the application of Project-Based Learning (PBL), an effective methodology that fosters collaboration, analysis, reflection, and critical thinking in students. The methodology applied is based on a qualitative approach, through the application of interviews and open questionnaires to the teachers who were the subjects of the study.
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