The didactic approach of formative assessment for improving the teaching-learning process.
DOI:
https://doi.org/10.62452/16gkg223Keywords:
Didactic approach, formative assessment, teaching – learning processAbstract
This paper examined the significance of the didactic approach to formative assessment as a key strategy for enhancing the teaching-learning process within the framework of la Nueva Escuela Mexicana. For decades in Mexico, the teaching role in assessment processes has been considered an essential component of education; however, no substantial improvement has been observed in students’ academic achievement. La Nueva Escuela Mexicana has emphasized that it is not enough to define a role, actions must be mobilized to promote comprehensive and formative assessment. Thus, through a renewed perspective and a didactic approach to formative assessment, it becomes possible to effectively influence the teaching-learning process. Methodologically, this study developed a hermeneutic exercise based on a literature review of scientific articles, regulations, and specialized texts ranging from constructivism and humanism to contemporary perspectives such as Nueva Escuela Mexicana. It was concluded that the didactic approach to formative assessment provides essential theoretical foundations for teachers to foster greater interaction with students, thereby aligning formative assessment practices with shared and holistic reflection, positively impacting the construction of new knowledge. The aim of this paper is to reflect on the importance of the didactic approach to formative assessment in teaching practice to improve the teaching-learning process.
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