THE BENEFITS OF A CORRECT FORMATIVE ASSESSMENT IN STUDENTS ‘SELF-LEARNING

Abstract

Science teachers in the Middle Years Program (MYP) are often dissatisfied with the grades achieved by their students. Hence, the objective of this work is to demonstrate that good planning and implementation of formative assessment based on correct feedback favors students' self-learning, translating into a progressive increase in their grades.

From the numerous bibliography on the matter about the benefits that formative assessment provides to students, this work demonstrates the benefits that the feedback proposed by the authors Arthur L. Costa and Robert J. Gamston brings to students who study Science in the last year of the MYP.

Analyzed / compared the data of the qualifications obtained before and after the implementation of the feedback, it is demonstrated that in those aspects of the evaluation that require more skill and training, the qualification of the subject has risen up to two points thanks to the formative assessment.

Demonstrating that, despite the difficulty involved in making a good formative evaluation a reality in the classroom, based on quality feedback, the teaching / learning process is enhanced, translating not only into an increase in grades, but also into teaching lasting for the student.