Evaluation of learning in multigrade schools of the C04 circuit of the Pichincha Canton-Province of Manabí. A formative alternative for teachers

Abstract

The learning evaluation aim in education consists in providing feedback to the teaching-learning process, it becomes the starting element to improve the deficiencies in its achievement and to have an impact on its quality improvement. At multigrade institutions, learning assessment involves its own particularities and, in general, teachers get difficulties to perform adequately in this area. Particularly, teachers at the multigrade schools which are located in rural area of Pichincha district, in Manabí Province, do not have satisfactory training to adapt the model proposed by the Ministry to the reality of each institution, especially when there are only two or three teachers to teach all grades and subjects. This leads to an inadequate and slow assessment or brings a negative impact on students learning. Therefore, this study aim was to evaluate the performance of teachers concerning to learning assessment for multigrade institutions, with focus on diagnostic assessment in institutions belonging to the San Sebastian parish of the Pichincha district in Manabí province. The research was carried out in different schools that are located in 6 rural communities. Six teachers participated in the study and described the evaluation process, which was useful to verify the problems and at the same time to make a proposal that delimits the areas of teacher training needed, as well as the forms of development, methodologies, resources and participants in learning assessment, open interviews were used to collect the information.