La evaluación como estrategia de aprendizaje en niños de educación inicial en una unidad educativa intercultural bilingüe

Abstract

In this work, various assessment tools are used, such as student self-assessment,  peer assessment, teacher assessment of students, and student assessment of teachers, to understand and compare how students and teachers perceive the learning process. A total of

60 students aged 4 to 5 from an Intercultural Bilingual Educational Unit and three teachers from the Early Childhood Education  Center  were evaluated.  From the analysis of the surveys, it was found that in self-assessment, students appear optimistic about their shortcomings  or  deficiencies,  believing  that  they  can  improve  over  time.  In  peer assessment, peers were more demanding and detailed in their evaluation of their classmates compared to their self-assessment. In teacher assessment of students, they identified certain aspects of their students that need further exploration. In student assessment of teachers, they generously provided positive feedback on their teaching abilities. Based on these results, teachers should focus on building and reconstructing lasting and specific learning experiences, understanding the strengths and weaknesses of both their students and themselves. This understanding will help them organize, plan, and structure learning in a way that makes the assessment process rigorous, patient, and strategic.