Artículos
Publicado 2020-05-22
Palabras clave
- retroalimentación,
- aprendizaje,
- cognición,
- evaluación formativa
Cómo citar
Anijovich, R., & Cappelletti, G. (2020). La retroalimentación formativa: Una oportunidad para mejorar los aprendizajes y la enseñanza. Revista Docencia Universitaria, 21(1), 81–96. Recuperado a partir de https://revistas.uis.edu.co/index.php/revistadocencia/article/view/11327
Resumen
Este trabajo presenta los desafíos que ofrece la retroalimentación formativa como promotora de aprendizajes valiosos. Para ello, referimos las consideraciones conceptuales que dan cuenta de las características centrales de este proceso atendiendo a los aportes teóricos. Además, dado que el propósito es poner a disposición sugerencias para su utilización en las aulas —tanto universitarias como de los diferentes niveles de escolaridad—, presentamos las condiciones y los obstáculos en los que se apoya la retroalimentación formativa para promover comprensiones profundas, así como estrategias para poder ofrecerla.
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Referencias
Allal, L. y López Mottier, L. (2005). Formative assessment of learning. A review of publication in French. J. Looney (ed), Formative assessment: Improving learning in secondary classrooms,
Paris, OCDE, 241-264.
Anijovich, R. (2014). Gestionar una escuela con aulas heterogéneas. Buenos Aires: Paidós.
Anijovich, R. y Cappelletti, G. (2017). La evaluación como oportunidad. Buenos Aires: Paidós.
Black, Paul y William, Dylan (1998) “Assessment and classroom learning”, Assessment in Education: principles, policy and practice, 5 (1), pp.7-74.
Brookhart; S. M. (2001). Succesful students formative and summative uses of assessment information. Assessment in Education: Principles, policies and practices, 8 (2), 153-169.
Brookhart, S. M. (2008). How to give effective feedback to your students. Virginia: ASCD publications.
Brooks, C. (2017). Coaching teachers in the power of feedback. University of Queensland, Australia.
Butler, D. (2002). Qualitative approaches to investigating selfregulated learning: Contributions and challenges. Educational Psychologist, 37 (1), 59-63.
Camilloni, A. (2004). Sobre la evaluación formativa de los aprendizajes. Quehacer educativo, año XIV, N 68, Diciembre, 6-12. Uruguay.
Canabal, C. y Margalef, L. (2017). La retroalimentación: La clave para una evaluación orientada al aprendizaje. Recuperado de: http://hdl.handle.net/10481/47669
Carless, D., Salter, D., Yang, M. y Lam, J. (2011). Developing Sustainable Feedback Practices. Studies in Higher Education 36 (4), 395–407.
Costa, A. y Garmston, R. (2017). A feedback perspective in Wallace. Carmarthen, Wales: I & Kirkman (eds). Best of the best: Feedback. Crown House Publishing.
Dysthe, O. (1996). The Multivoiced Classroom: Interactions of Writing and Classroom Discourse. Written Communication 13 (3), 385–425. doi:10.1177/0741088396013003004.
Dolin, J., Black, P., Harlen,W. y Tiberghien, A. (2018). Exploring Relations between Summative and Formative Assessment. Transforming Assessment: Through Interplay between Practice, Research and Policy, edited by Jens Dolin and Robert Evans. Contributions from Science Education Research, vol. 4, 53–80. doi:10.1007/978-3-319-63248-3_3
Handley, K. y Williams, L. (2009). From copying to learning: using exemplars to engage students with assessment criteria and feedback. doi:10.1080/02602930903201669
Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
Hattie, J. (2012). Visible learning for teachers. Nueva York: Routledge.
Havnes, A., Smith, K., Dysthe, O. y Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation. doi:10.1016/j.stueduc.2012.04.001
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 2, 1–6.
Mulliner, E. y Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42:2, 266-288. doi:10.1080/ 02602938.2015.1103365
Nicol, D. (2010). From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education. Assessment & Evaluation in Higher Education, 35 (5), 501–517.
Perrenoud, P. (2008). La evaluación de los alumnos. Buenos Aires: Colihue.
Sadler, R. (1989). Formative assessment and the design of instructional assessment. Instructional Science, 18, 119-144.
Sadler, R. (2010). Beyond feedback: developing students capability in complex appraisal. Assessment and Evaluation in Higher education, 35 (5), 535-550.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4-14.
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189.
Stiggins, R. (2005). Student-involved assessment for learning. Upper Saddle River: Prentice Hall.
Taras, M. (2002). Using assessment for learning and learning fromassessment. Assessment & Evaluation in Higher Education, 27 (6), 501–510.
Topping, K. (1998). Peer assessment between students in college and university. Review of Educational Research, 68, 249-276
Topping, K. (2009). Peer assessment. Theory into Practice, 48 (1), 20-27.
Wiliam, D. y Black, P. (2002). Feedback is the best nourishment. Times Educational Supplement, special supplement: Mind Measuring, 8–9.
Wiliam, D. (2009). Una síntesis integradora de la investigación e implicancias para una nueva teoría de la evaluación formativa. Archivos de Ciencias de la educación. Universidad de La Plata, año 3, Nro 3, 4ta. época, 15-44.
Wiliam, D. (2011). Embedded formative assessment. Bloomington: Solution Tree.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich, P. R. y Zeidner, M. Handbook of self-regulation. San Diego, CA: Academic Press.
Paris, OCDE, 241-264.
Anijovich, R. (2014). Gestionar una escuela con aulas heterogéneas. Buenos Aires: Paidós.
Anijovich, R. y Cappelletti, G. (2017). La evaluación como oportunidad. Buenos Aires: Paidós.
Black, Paul y William, Dylan (1998) “Assessment and classroom learning”, Assessment in Education: principles, policy and practice, 5 (1), pp.7-74.
Brookhart; S. M. (2001). Succesful students formative and summative uses of assessment information. Assessment in Education: Principles, policies and practices, 8 (2), 153-169.
Brookhart, S. M. (2008). How to give effective feedback to your students. Virginia: ASCD publications.
Brooks, C. (2017). Coaching teachers in the power of feedback. University of Queensland, Australia.
Butler, D. (2002). Qualitative approaches to investigating selfregulated learning: Contributions and challenges. Educational Psychologist, 37 (1), 59-63.
Camilloni, A. (2004). Sobre la evaluación formativa de los aprendizajes. Quehacer educativo, año XIV, N 68, Diciembre, 6-12. Uruguay.
Canabal, C. y Margalef, L. (2017). La retroalimentación: La clave para una evaluación orientada al aprendizaje. Recuperado de: http://hdl.handle.net/10481/47669
Carless, D., Salter, D., Yang, M. y Lam, J. (2011). Developing Sustainable Feedback Practices. Studies in Higher Education 36 (4), 395–407.
Costa, A. y Garmston, R. (2017). A feedback perspective in Wallace. Carmarthen, Wales: I & Kirkman (eds). Best of the best: Feedback. Crown House Publishing.
Dysthe, O. (1996). The Multivoiced Classroom: Interactions of Writing and Classroom Discourse. Written Communication 13 (3), 385–425. doi:10.1177/0741088396013003004.
Dolin, J., Black, P., Harlen,W. y Tiberghien, A. (2018). Exploring Relations between Summative and Formative Assessment. Transforming Assessment: Through Interplay between Practice, Research and Policy, edited by Jens Dolin and Robert Evans. Contributions from Science Education Research, vol. 4, 53–80. doi:10.1007/978-3-319-63248-3_3
Handley, K. y Williams, L. (2009). From copying to learning: using exemplars to engage students with assessment criteria and feedback. doi:10.1080/02602930903201669
Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
Hattie, J. (2012). Visible learning for teachers. Nueva York: Routledge.
Havnes, A., Smith, K., Dysthe, O. y Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation. doi:10.1016/j.stueduc.2012.04.001
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 2, 1–6.
Mulliner, E. y Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42:2, 266-288. doi:10.1080/ 02602938.2015.1103365
Nicol, D. (2010). From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education. Assessment & Evaluation in Higher Education, 35 (5), 501–517.
Perrenoud, P. (2008). La evaluación de los alumnos. Buenos Aires: Colihue.
Sadler, R. (1989). Formative assessment and the design of instructional assessment. Instructional Science, 18, 119-144.
Sadler, R. (2010). Beyond feedback: developing students capability in complex appraisal. Assessment and Evaluation in Higher education, 35 (5), 535-550.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4-14.
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189.
Stiggins, R. (2005). Student-involved assessment for learning. Upper Saddle River: Prentice Hall.
Taras, M. (2002). Using assessment for learning and learning fromassessment. Assessment & Evaluation in Higher Education, 27 (6), 501–510.
Topping, K. (1998). Peer assessment between students in college and university. Review of Educational Research, 68, 249-276
Topping, K. (2009). Peer assessment. Theory into Practice, 48 (1), 20-27.
Wiliam, D. y Black, P. (2002). Feedback is the best nourishment. Times Educational Supplement, special supplement: Mind Measuring, 8–9.
Wiliam, D. (2009). Una síntesis integradora de la investigación e implicancias para una nueva teoría de la evaluación formativa. Archivos de Ciencias de la educación. Universidad de La Plata, año 3, Nro 3, 4ta. época, 15-44.
Wiliam, D. (2011). Embedded formative assessment. Bloomington: Solution Tree.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich, P. R. y Zeidner, M. Handbook of self-regulation. San Diego, CA: Academic Press.