<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000300156</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-3.17281</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas y creencias del profesorado de educación secundaria sobre la retroalimentación en los procesos de evaluación del alumnado]]></article-title>
<article-title xml:lang="en"><![CDATA[Secondary school teachers&#8217; practices and beliefs about feedback in students&#8217; Assessment Processes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas e crenças dos professores do ensino secundário sobre a retroalimentação nos processos de avaliação dos alunos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mella-Mella]]></surname>
<given-names><![CDATA[Flor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calatayud-Salom]]></surname>
<given-names><![CDATA[María Amparo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>156</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000300156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000300156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000300156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La retroalimentación es un constructo fundamental de la evaluación formativa y existe consenso al señalar que es una de las estrategias más poderosas para el proceso de enseñanza-aprendizaje.  Objetivo.  Analizar la percepción de la praxis y de las concepciones de la retroalimentación, como pilar esencial de la evaluación formativa en Chile.  Metodología.  Es un diseño cuantitativo y de muestreo no probabilístico, donde participaron 100 docentes de enseñanza secundaria, a través de la aplicación de un cuestionario. El instrumento fue validado mediante análisis de fiabilidad de alpha Cronbach y el tratamiento de los datos se realizó a través de Jamovi project 2.3. Se usó una escala tipo Likert, para posibilitar el análisis descriptivo de frecuencias y de ítems.  Resultados.  Un alto porcentaje del profesorado participante cree que la retroalimentación es clave como estrategia de aprendizaje. Contrariamente, presentan bajos valores porcentuales sobre el uso de rúbricas y cuadernos de registro para retroalimentar el progreso del estudiantado.  Conclusión.  Actualmente es urgente la formación docente en competencias de retroalimentación para favorecer un aprendizaje significativo y formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Feedback is a fundamental construct of formative evaluation, and a current consensus considers it one of the most powerful strategies for teaching-learning processes.  Objective.  The study aims to analyze the perception of praxis and conceptions of feedback as essential pillars of formative evaluation in Chile.  Methodology.  This is a quantitative and non-probabilistic sampling design study in which 100 secondary school teachers participated. The participants were administered a questionnaire, validated through Alpha Cronbach reliability analysis. The data processing was conducted through Jamovi project 2.3. A Likert-type scale was utilized to enable a descriptive analysis of frequencies and items.  Results.  A high percentage of the participants believed that feedback is a key learning strategy. On the contrary, they presented low percentage values on the use of rubrics and logbooks to provide feedback on students&#8217; progress.  Conclusion.  Nowadays, teacher training in feedback skills is needed to promote meaningful and formative learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A retroalimentação é uma construção fundamental da avaliação formativa e, atualmente, há um consenso de que é uma das estratégias mais poderosas para o processo de ensino-aprendizagem.  Objetivo.  O objetivo deste estudo é analisar a percepção da práxis e as concepções de feedback como um pilar essencial da avaliação formativa no Chile.  Metodologia.  Este estudo utiliza um desenho amostral quantitativo e não probabilístico, no qual participaram 100 professores do ensino secundário chileno, através da aplicação de um questionário validado pela análise de confiabilidade de Alpha Cronbach. A análise de dados foi realizada usando o software jamovi project 2.3, e foi utilizada uma escala Likert para permitir a análise descritiva de frequências e itens.  Resultados.  Uma alta percentagem dos professores participantes acredita que a retroalimentação é fundamental como estratégia de aprendizagem. Contrariamente, uma baixa percentagem deles admite utilizar as rubricas e os diários de bordo para retroalimentar o progresso dos alunos.  Conclusão.  Atualmente é necessário que a formação de professores incida sobre competências de retroalimentação para promover uma aprendizagem significativa e formativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[mejora]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[improvement]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[educação secundaria]]></kwd>
<kwd lng="pt"><![CDATA[melhoria]]></kwd>
<kwd lng="pt"><![CDATA[retroalimentação]]></kwd>
</kwd-group>
</article-meta>
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