Socioformative evaluation and meaningful learning in higher education
DOI:
https://doi.org/10.5377/paradigma.v32i53.20558Keywords:
evaluation, learning, teaching profession, teacher educationAbstract
The purpose of this study was to evaluate the impact of the implementation of socio-formative assessment on the significant learning of graduate students of the Specialization in Higher Education at the Universidad Marítima Internacional de Panamá (UMIP). A mixed approach integrating an experimental design was used. This design made it possible to compare socioformative evaluation with traditional pedagogical approaches. The methodology included the application of a pre-test and a post-test to an experimental group and a control group, as well as interviews with teachers of the program. The results revealed a positive perception by teachers of the potential of socio-formative assessment to foster student participation and critical thinking. A positive impact of socioformative assessment on the development of meaningful learning was observed, particularly in conceptual understanding and the ability to apply acquired knowledge, although statistical differences were not always significant. The need to strengthen teacher training for an effective implementation of this methodology was identified.
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