Semiannuality

Movements for formative and procedural assessment

Abstract

Assessment is the element of the educational process that usually receives the most attention from educational institutions, but it also tends to be the most controversial due to the difficulty in establishing satisfactory instruments for measuring the promotion of learning in students. In general, the purpose of this article is to present semiannuality as a time adjustment strategy for the development of skills and competences, in the formative and procedural assessment processes, in basic education. Specifically, this study intends to present a change in the temporalization of the evaluation processes in order to assist learning an enable moments of feedback to students and educators based on the evaluation instruments used and the adequacy of the formula for calculating the student’s score, resulting in a more reliable assessment to the learning process. The reason for the establishment of this pedagogical project is based on the need to adapt the assessment strategies to the contemporary student and its context in which feedbacks take place immediately, knowledge is a means for the development of skills and competences and is continuously related to each other. The methodology includes: a presentation of movements carried out in the Marist Network regarding the evaluation of learning, a compilation of elements of the educational community in a school and their view on the evaluation processes, added to an analysis of the students’ results in their evaluations. For the implementation of the project, a communication and monitoring plan for the proposal was prepared. The preliminary results point out the satisfaction of the educational community with the semiannuality and its implementation, as well as the first mapped challenges.