Estrategias de evaluación formativa. Percepción de lprofesorado de educación básica

<i>Editorial</i>

Testing provides feedback on which educational decisions are made. These decisions may be the ones that require information about the success of learning programs or about students who have reached particular levels of skill and knowledge. Whenever teaching and assessment in basic education are properly done, the child would be in a good position to acquire the basic survival skills. Against this background, the study examined knowledge of test construction as correlates of teacher job performance at the basic education level in Sokoto State: implications for quality education. With 4 research questions, objectives, and hypotheses, descriptive research of correlational types was used in the study. 280 basic education teachers were sampled from all the teachers in Sokoto state. 2 researchers' designed instrument was used in collecting data for the study. Frequency, percentages, and Pearson product moment correlation coefficient were used in analysing the data generated in the study. The findings revealed that basic education teachers with NCE are more represented in the study because participants who are NCE holders are 135, representing 48.2%. There is a significant relationship between knowledge of test construction and teacher job performance at lower basic education (280) = .243, p = .000), knowledge of test construction and teacher job performance at middle basic education (280) = .214, p = .000), and knowledge of test construction and teacher job performance at upper basic education (280) = .270, p = .002) in Sokoto state. Conclusions and recommendations were made to include the following: Training of teachers at the basic education level should be intensified, especially in the area of the test construction and validation process, and the Ministry of Basic and Secondary Education in Sokoto State should come up with a special training package for basic education teachers on different aspects of test construction.

OBJETIVO: Comparar o risco cardiovascular entre os professores da educação básica (pública e privada) e do ensino superior de Viçosa/MG.MÉTODOS: Foi realizado um estudo observacional com delineamento transversal. A amostra foi composta de 495 professores (145 da educação superior, 200 da educação básica pública e 150 da educação básica privada). Foram avaliados o índice de massa corporal (IMC), a relação cintura quadril (RCQ), o percentual de gordura corporal (%GC), a pressão arterial sistólica (PAS) e diastólica (PAD), a glicose, o colesterol total (CT) e os triglicerídeos. O Odds Ratio (OR) foi utilizado para determinar a força de associação entre os fatores de risco de acordo com o grupo de professores.RESULTADOS: Em relação à prevalência dos fatores de risco cardiovasculares foi encontrado que os professores da educação básica pública obtiveram as maiores porcentagens (diabetes mellitus, obesidade, hipercolesterolemia e hipertensão arterial), exceto para sobrepeso. O sobrepeso apresentou-se maior entre os professores do ensino superior. Ambos os professores da educação básica apresentaram maior risco de obesidade (pública: OR=2,54; p=0,008; privada: OR=2,43; p=0,017) e hipercolesterolemia em professores da escola pública (OR=3,94; p=0,006), em relação aos professores da educação superior.CONCLUSÕES: Os professores da educação básica pública apresentaram as maiores prevalências dos fatores de risco cardiovasculares. Além disso, indicaram mais riscos de obesidade e hipercolesterolemia em comparação com os do ensino superior.

This article presents a reading of educational policies which have impact and/or relate to teachers’ work. Using data from Basic Education Assessment System (SAEB) and Brazilian National Education Census, this work builds a personal, professional and training profile of basic public education teachers in Brazil, and compares this profile with the demands for jobs in basic education and with the current national educational policies, so as to consider the challenges for public education in the country.

This study assesses service quality in Yemeni public schools by analyzing teacher perceptions through the SERVQUAL framework. It addresses a significant gap in the literature, as existing research on Yemen’s conflict-affected education system focuses primarily on structural damages and enrolment challenges, neglecting systematic measurement of day-to-day service quality from teachers’ operational perspectives. Employing a quantitative cross-sectional design, data was collected from 559 teachers across three strategically selected governorates of Sana’a, Aden, and Taiz using stratified random sampling. A validated, contextually adapted Arabic SERVQUAL questionnaire measured the five core dimensions: tangibles, reliability, responsiveness, assurance, and empathy. Descriptive statistics and analysis of variance (ANOVA) were employed to analyze the data. Results revealed consistently low to moderate perceptions across all service quality dimensions, with a mean range of 2.39 to 2.61 on a 5-point scale. The dimension of empathy received the most favorable evaluations (M = 2.61), while tangibles were perceived as the most deficient (M = 2.39). ANOVA results demonstrated a statistically significant main effect of school level on service quality perceptions, F(9, 548) = 6.074, p &lt; .001. Post-hoc tests revealed that teachers in Basic Education (Grades 1–9) reported significantly lower perceptions of service quality than those in Secondary Education (Grades 10–12), with a mean difference of -16.88, p = .002. However, the overall model explained a modest portion of the variance (R² = .091). These findings highlight systematic service delivery failures extending beyond resource scarcity to encompass administrative and relational gaps, with notable inequities between educational stages. The study concludes that targeted, multidimensional interventions prioritizing infrastructure rehabilitation alongside administrative process improvements, with a specific focus on basic education, are urgently needed to support sustainable educational recovery in Yemen’s protracted humanitarian crisis.

In the age of the Internet, basic education faces several new challenges: the lack of deep integration of artificial intelligence (AI), and the relatively poor quality of online teaching. To cope with these challenges, this paper designs an evaluation method for online teaching quality of basic education in the context of the AI. Firstly, the application of the AI in basic education was analyzed, and the promoting effect of online teaching on basic education was confirmed. On this basis, the entropy weight method and grey clustering analysis were introduced to evaluate the online teaching quality of basic ed-ucation. Based on the proposed model, several strategies were proposed to improve the quality of online teaching in basic education. The research re-sults provide a good reference for the application of online teaching and AI in basic education.

Background: Assessment is fundamental to medical education, driving student learning and ensuring that key objectives are met. Formative assessment, in particular, serves as both an instructional strategy and an assessment tool, aiding in the consolidation of learning. Objective: The objective of this narrative review was to examine the implementation of formative assessment in medical education, with a focus on its role in fostering deep learning, enhancing learning outcomes, and preparing students for real-world clinical challenges. Methods: This narrative review synthesized existing evidence on formative assessment in medical education. The authors employed a systematic approach to identify relevant literature using search strings such as "formative assessment in medical education" and "assessment for learning." Databases searched included PubMed, MEDLINE, Scopus, and the Cochrane Library. Inclusion criteria were studies examining formative assessment practices in medical education, while exclusion criteria included studies focusing solely on summative assessment or unrelated to medical education. Results: The findings highlighted the effectiveness of formative assessment in promoting deep learning, providing feedback, and addressing learning difficulties. Bloom's concept of mastery learning underscored the importance of diagnosing learning difficulties through formative evaluations. Consistent low scores on assessments were attributed to various factors, which were effectively addressed through weekly formative assessments. The review emphasized the need for formative assessment in medical education, balanced with summative assessment, while acknowledging challenges related to faculty training, resource limitations, and cultural emphasis on summative assessment. Conclusion: Balanced implementation of formative and summative assessments in medical education enhances learning outcomes, promotes intrinsic motivation, and ensures that future healthcare professionals are well-prepared, ultimately contributing to improved healthcare outcomes and patient experiences.

Objective To investigate the effect of formative assessment on skill acquisition of basic life support （BLS） among medical students. Methods Totally 206 undergraduates were ran- domized into control group （C group） and interventional group （F group）. A BLS lecture was given in both groups. And then, 45 min BLS training and BLS skill assessment （after training） were given in C group. Undergraduates in F group received BLS skill assessment （formative assessment） before training, and 15 min feedback was delivered based on the assessment, then 30 rain BLS training was conducted. Skills assessment was conducted again in F group after the training. Student＇s-t-test was used to compare the difference of skills between the two groups and P〈0.05 signifies statistically sig- nificant differences. Results Score of F group （85.2±7.3） were higher than that in C group （68.2 ± 13.2）, with statistical difference. Conclusion A formative assessment could significantly improve skill acquisition of BLS among medical students. Key words: Basic life support; Simulation-based medical education; Formative assessment

This article aims to present the educational product entitled “Paths that widen: training e-book for English teachers in Basic Education”, developed in 2022, as an educational product of the Professional Master’s Degree in Education completed at the State University of Rio Grande do Sul (Uergs), with the Postgraduate Program in Education (PPGED), North Coast unit. The product is available in the Uergs repository and is the most accessed. It was created using a free graphic design platform. The methodology used includes a theoretical and reflective review of the dissertation “Processos identitários de ser professor de inglês na Educação Básica, em Triunfo, no Rio Grande do Sul” (Identity processes of being an English teacher in Basic Education, in Triunfo, Rio Grande do Sul) on the process of teaching English in Brazil, which focuses on the few public educational policies for continuing training for English teachers. As a result, the e-book is an important and necessary formative indication for undergraduate students, English teachers in basic education and the school community, as it contains a series of indications and access to different theoretical and recreational materials, such as videos, links, podcasts, among others of interest to the continuing education of English teachers in Brazil, with the aim of helping to draw up effective public policies for continuing training in English teaching, in any region of the country, so that teachers/graduates in English or related areas of Literature can think about themselves, their marks, memories and their educational practices, as well as establishing relationships about the limits of the references they carry and the methodologies they reproduce, relating them to other possible methodological paths.

Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. Keywords: formative assessment, science education, SCOPUS, bibliometric analysis

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students' suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students' semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

Multidimensional Student Assessment

Purpose: The purpose of study inclusive education is the answer to the social marginalization of people that are considered as imperfect or inhuman. The intention is to get recognition of discriminated people through inclusive public policies. In addition, the purpose of the research was to stablish the relationship of factors associated to institutional cultures, policies, and inclusive practices in teachers of basic education. Method: This research used the quantitative methodology, with a basic type, non-experimental and transactional design. The sample included 102 teachers of basic education and the instrument used Likert scale questions. Evaluating the results, there are factors related to the other elements were mentioned before. Those aspects have a connection with factors like sex, age, employment characteristics and employment status. Results and conclusion: Entities like the National Council of Education recognizes the evolution that exists with the inclusive public policies, including the action of all members involved, Adapting those objectives to the Peruvian reality, inclusion and diversity were included in the National Curriculum for Basic Education. The main goal of this action is to give students more opportunities in the education system, following the standards. Research implications: Inclusive education includes national and international policies, and aspects related to theorical and practical research. This paper shows the inclusive education as an educational ideal, considering visions of the area. It also has different beliefs about the purpose, the content, and the way of how education is organized. Originality/value: Inclusive teaching means a change to value and respect diversity, allowing that society can improve human development. To bet on inclusive education offers more and better opportunities to train, develop and invite the society to be part of a commitment.

The present study launched itself into the challenge of carrying out an analysis of the pedagogical proposal of the Quilombola State School of São Tomé with a view to the implementation of Law 10.639/2003 and, consequently, the operationalization of the Quilombola School Education considering the interdisciplinary and contextualized praxis from the experiences of the community, cultures, histories and memories of African and Afro-Brazilian. Even recognizing the innovative aspect of the Brazilian National Educational Legislation No. 9,394/96, with the institution of Law 10,639/2003 that modified article 26 that included Afro-Brazilian and African History and Culture in the curriculum of Teaching in Basic Education and preferably in Elementary and High School in the disciplines of Art, Portuguese Language and History with regard to the Teaching of Education of Ethnic-Racial Relations and the Teaching of Afro History and Culture It is notorious that significant changes in this path still need to be made. After twenty-one years of this legislation, few advances have been made and it has been proven that some levels of education have considerably greater than others. Thus, according to data carried out by the Alana Institute (2023) " there is not enough data for an analysis of high school, as only 2% of the networks responded to the survey regarding this stage of education" with regard to the teaching of this theme. Thus, in view of this problem and considerable gap throughout the national territory, the present study presents itself as an important indicator for educators, managers, as it proposed to analyze how the educational themes developed in the disciplines of Art, History and Brazilian Literature of the Quilombola State School of São Tomé-BA can contribute to the development of belonging, recognition and appreciation of the diversity of ethnic-racial identity, collective memories, African and Afro-Brazilian histories and cultures of high school students from the Quilombola Community of São Tomé-BA.

The factor that ensures the effectiveness of educational assessment is the integration of its formative and summative assessment practices. The article presents the results of a survey of school teachers, the analysis of which confirms the need for teachers in detailed, theoretically substantiated recommendations that will improve the effectiveness of assessment activities. The purpose of this article is to present the author's point of view on the possibility of integrating the practices of summative and formative assessment of teaching mathematics to schoolchildren. Along with methodological recommendations reflecting possible ways of integrating formative and summative assessment, the article shows an example of the active participation of students in the development of descriptors. It is especially noted that the summative assessment should not be perceived by either the student or the teacher as the end of a certain stage of education, it should become the basis for formative assessment.