<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000100387</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i1.40159</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación formativa en un contexto de renovación pedagógica: prácticas al servicio del éxito]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative evaluation in a context of pedagogical renewal:practices at the service of success]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivia Yábar]]></surname>
<given-names><![CDATA[Silvia Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Guillén]]></surname>
<given-names><![CDATA[María Estela del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>387</fpage>
<lpage>415</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000100387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000100387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000100387&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto de renovación pedagógica peruana la apropiación por el profesorado de los cambios prescritos en el plan de evaluación necesita de la difusión de prácticas ejemplares, puesto que varias investigaciones rigurosas muestran que la observación de ejemplos puede favorecer el aprendizaje de nuevas prácticas de enseñanza. Por tanto, el objetivo principal de la investigación, que se realizó el segundo semestre del año 2017, y se reporta en este artículo, fue caracterizar las prácticas de evaluación formativa del personal docente de educación primaria. Se aplicó el enfoque cualitativo y se adoptaron los diseños tanto etnográfico como estudios de casos. Se recopilaron los datos, primero, acerca de la planificación de la actividad con una entrevista a 13 docentes que participaron voluntariamente; luego, sobre las acciones del profesorado y del estudiantado mediante la observación filmada de 25 actividades de aprendizaje-enseñanza; finalmente, acerca de los segmentos significativos de la actividad grabada con una entrevista al profesorado. Las prácticas espontáneas del personal docente fueron analizadas en su doble dimensión conductual y cognitiva. La investigación se centró en los diferentes elementos de los procesos requeridos y de los dispositivos implementados, así como en los contenidos tratados. Los resultados muestran que el personal docente integró a sus prácticas varias características de la evaluación formativa recomendada por el Ministerio de Educación del Perú y que su principal desafío consiste en compartir la responsabilidad de los procesos de regulación con el estudiantado mediante la creación de las condiciones para desarrollar su capacidad de autorregular sus aprendizajes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the context of the Peruvian pedagogical renewal, the appropriation by teachers of the prescribed changes in the evaluation plan requires the dissemination of exemplary practices, since several rigorous investigations show that observing examples can favor the learning of new teaching practices. Therefore, the main objective of this research, which was carried out during the second half of 2017, and is reported in this article, has been to characterize the formative evaluation practices of primary school teachers. The qualitative approach was applied and both ethnographic and case study designs were adopted. Data was collected, first, about the planning of the activity with an interview with13 volunteer teachers; then, on the actions of teachers and students through the filmed observation of 25 learning-teaching activities; finally, about the significant segments of the activity recorded through an interview with the teachers. The spontaneous practices of teachers have been analyzed in their double behavioral and cognitive dimension. The study focused on the different elements of the required processes and the devices implemented; as well as, about the contents treated. The results show that the participants have integrated into their practices many characteristics of the formative evaluation, recommended by the Ministry of Education, and that their main challenge consists in sharing the responsibility of the regulation processes with the student by creating the conditions to develop their ability to self-regulate their learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[práctica de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="en"><![CDATA[formative evaluation]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
</kwd-group>
</article-meta>
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