Reconceptualizing the Assessment of Geometric Knowledge and Transversal Competencies from a Transdisciplinary Approach
DOI:
https://doi.org/10.62452/7j7qwn22Keywords:
Formative assessment, holistic, feedback, virtual learning environmentsAbstract
This article presents the results of a quasi-experimental study conducted at the Institución Educativa Rural Guillermo Gaviria Correa (Rionegro, Colombia), aimed at re-signifying the assessment of geometry in eighth-grade students through digital technologies. It was identified that traditional evaluations limit meaningful learning and student motivation. Therefore, the objective was to design a didactic strategy mediated by ICT that integrates disciplinary and everyday knowledge, sociocultural contexts, and emotional dimensions to promote interactive teaching and comprehensive assessment of geometric learning. The methodology adopted a mixed approach, applying pretest and posttest instruments, Likert-type surveys, and semi-structured interviews. The intervention included the use of APK applications and virtual platforms such as ThatQuiz, Kahoot, and Cokitos. Results showed an increase in academic performance when these technological tools were used: the mean score rose from 2.3 to 3.9, with improvements in 95% of students, statistically confirmed by the Wilcoxon signed-rank test. It is concluded that the ICT-mediated strategy enhanced geometric learning and strengthened transversal competencies such as collaboration, communication, and autonomy, consolidating an integral, motivational, and formative evaluation approach.
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