Investigación empírica sobre el impacto de la evaluación formativa. Revisión de literatura
Palabras clave:
Evaluación del aprendizaje, educación básica, estado del conocimiento.Resumen
En muchos sistemas educativos hay un creciente interés por el enfoque de la evaluación del aprendizaje que designan expresiones como evaluación formativa, evaluación en aula o evaluación para el aprendizaje. Este interés suele basarse en opiniones muy positivas sobre dicho enfoque difundidas primero por los partidarios del sistema Mastery Learning desarrollado por Benjamin S. Bloom y, desde fines de la década de 1990, por otros estudiosos. El sustento empírico de esas posturas, sin embargo, no siempre es sólido, lo que tampoco debe entenderse como una descalificación del enfoque. En este artículo se presenta una revisión de la literatura al respecto, en la que puede basarse una opinión mejor informada.
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Referencias
Bangert-Drowns, R. L., Kulik, Ch., Kulik, J. A. y Morgan, M. T. (1991a). The instructional effect of feedback on test-like events. Review of Educational Research, 61(2), 213-238.
Bangert-Drowns, R. L., Kulik, J. A. y Kulik, Ch. (1991b). Effects of frequent classroom testing. Journal of Educational Research, 85, 89-99.
Black, P. J. (1993). Formative and summative assessment by teachers. Studies in Science Education, 21, 49-97.
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
Bloom, B. S. (1984a). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 41(8), 4-17.
Bloom, B. S. (1984b). The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16, 193-200.
Centre for Educational Research and Innovation (2005). Formative assessment. Improving learning in secondary classrooms. París: OECD.
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
Dunn, K. E. y Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment Research and Evaluation, 14(7), 1-11.
Guskey, T. R. (2007). Formative classroom sssessment and Benjamin S. Bloom: Theory, research and practice. En J. H. McMillan, Formative classroom assessment:
Theory into practice (63-78). Nueva York: Teachers College Press.
Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1), 5-13.
Hattie, J. y H. Timperley (2007). The power of feedback. Review of Education Research, 77(1), 81-112.
Henly, D. C. (2003). Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. European Journal of Dental Education, 7, 116-122.
Kingston, N. y Brooke, N. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.
Kluger, A. N. y Denisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
Kulik, C. C., Kulik, J. A. y Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265-299.
Marzano, R. (2007). Designing a comprehensive approach to classroom assessment, en D. Reeves (Ed.) Ahead of the curve (pp. pp. 103-125), Bloomington: Solution Tree Press.
Meisels, S., Atkins-Burnett, S., Xue, Y., DiPrima, D. y Son, S. (2003). Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement scores. Educational Policy Analysis Archives, 11(9).
Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22, 155-175.
Raudenbush, S. W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 45(1), 206-230.
Rodríguez, M. C. (2004). The role of classroom assessment in pupil performance in TIMSS. Applied Measurement in Education, 17(1), 1-24.
Ruiz-Primo, M. A. y Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning. Educational Assessment, 11(3-4), 205-235.
Scheneider, M. C. y Randel, B. (2010). Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment. En Andrade y Cizek (Eds.), Handbook of formative assessment (pp. 251-276). Nueva York-Londres: Routledge.
Sly, L. (1999). Practice tests as formative assessment improve student performance on computer managed learning assessments. Assessment and Evaluation in Higher Education, 24(3), 339-343.
Smith, E. y Gorard, S. (2005). They dont’t give us our marks: the role of formative feedback in student progress. Assesment in Education: principles, policy & practice, 12(1), 21-38.
Stiggins, R. J. (2007). Conquering the formative assessment frontier. En J. H. McMillan (Ed.) Formative classroom assessment: Theory into practice (pp. 8-27). Nueva York: Teachers College Press.
Stiggins, R. J. (2001). Unfulfilled promise of classroom assessment. Educational Measurement: Issues & Practice, 20(3), 5-15.
Stiggins, R. J. y Arter, J. (2002). Assessment for learning. International Perspectives. The Proceedings of an International Conference. Documento presentado en la Annual Meeting of the National Council on Educational Measurement, Nueva Orleans.
Thompson, M., Goe, L., Paek, P. y Ponte, E. (2004). Study of the California formative assessment and support system for teachers: Relationship of BTSA/CFASST and student achievement. Princeton: Educational Testing Service.
Velan, G. M., Rakesh, K. K., Mark, D. y Wakefield, D. (2002). Web-based self-assessments in Pathology with questionmark perception. Pathology, 34, 282-284.
Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
Wang, T. H. (2007). What strategies are effective for formative assessment in an e-learning environment? Journal of Computer Assisted Learning, 23, 171-186.
Wiliam, D., Lee, C., Harrison, C. y Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education, 11, 49-65.
Wininger, R. S. (2005). Using your tests to teach: Formative summative assessment. Teaching Psychology, 32(2), 164-166.
Bangert-Drowns, R. L., Kulik, J. A. y Kulik, Ch. (1991b). Effects of frequent classroom testing. Journal of Educational Research, 85, 89-99.
Black, P. J. (1993). Formative and summative assessment by teachers. Studies in Science Education, 21, 49-97.
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
Bloom, B. S. (1984a). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 41(8), 4-17.
Bloom, B. S. (1984b). The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16, 193-200.
Centre for Educational Research and Innovation (2005). Formative assessment. Improving learning in secondary classrooms. París: OECD.
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
Dunn, K. E. y Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment Research and Evaluation, 14(7), 1-11.
Guskey, T. R. (2007). Formative classroom sssessment and Benjamin S. Bloom: Theory, research and practice. En J. H. McMillan, Formative classroom assessment:
Theory into practice (63-78). Nueva York: Teachers College Press.
Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1), 5-13.
Hattie, J. y H. Timperley (2007). The power of feedback. Review of Education Research, 77(1), 81-112.
Henly, D. C. (2003). Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. European Journal of Dental Education, 7, 116-122.
Kingston, N. y Brooke, N. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.
Kluger, A. N. y Denisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
Kulik, C. C., Kulik, J. A. y Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265-299.
Marzano, R. (2007). Designing a comprehensive approach to classroom assessment, en D. Reeves (Ed.) Ahead of the curve (pp. pp. 103-125), Bloomington: Solution Tree Press.
Meisels, S., Atkins-Burnett, S., Xue, Y., DiPrima, D. y Son, S. (2003). Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement scores. Educational Policy Analysis Archives, 11(9).
Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22, 155-175.
Raudenbush, S. W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 45(1), 206-230.
Rodríguez, M. C. (2004). The role of classroom assessment in pupil performance in TIMSS. Applied Measurement in Education, 17(1), 1-24.
Ruiz-Primo, M. A. y Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning. Educational Assessment, 11(3-4), 205-235.
Scheneider, M. C. y Randel, B. (2010). Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment. En Andrade y Cizek (Eds.), Handbook of formative assessment (pp. 251-276). Nueva York-Londres: Routledge.
Sly, L. (1999). Practice tests as formative assessment improve student performance on computer managed learning assessments. Assessment and Evaluation in Higher Education, 24(3), 339-343.
Smith, E. y Gorard, S. (2005). They dont’t give us our marks: the role of formative feedback in student progress. Assesment in Education: principles, policy & practice, 12(1), 21-38.
Stiggins, R. J. (2007). Conquering the formative assessment frontier. En J. H. McMillan (Ed.) Formative classroom assessment: Theory into practice (pp. 8-27). Nueva York: Teachers College Press.
Stiggins, R. J. (2001). Unfulfilled promise of classroom assessment. Educational Measurement: Issues & Practice, 20(3), 5-15.
Stiggins, R. J. y Arter, J. (2002). Assessment for learning. International Perspectives. The Proceedings of an International Conference. Documento presentado en la Annual Meeting of the National Council on Educational Measurement, Nueva Orleans.
Thompson, M., Goe, L., Paek, P. y Ponte, E. (2004). Study of the California formative assessment and support system for teachers: Relationship of BTSA/CFASST and student achievement. Princeton: Educational Testing Service.
Velan, G. M., Rakesh, K. K., Mark, D. y Wakefield, D. (2002). Web-based self-assessments in Pathology with questionmark perception. Pathology, 34, 282-284.
Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
Wang, T. H. (2007). What strategies are effective for formative assessment in an e-learning environment? Journal of Computer Assisted Learning, 23, 171-186.
Wiliam, D., Lee, C., Harrison, C. y Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education, 11, 49-65.
Wininger, R. S. (2005). Using your tests to teach: Formative summative assessment. Teaching Psychology, 32(2), 164-166.
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2012-05-01
