Evaluación educativa: una herramienta para mejorar el rendimiento académico de estudiantes de cuarto año de EGB

Jaime Hernán  Pérez Chicaiza; Jose Alberto  Chicaiza Guaranda; Wilber  Ortiz Aguilar

doi:10.51736/sa.v7i3.329

Authors

Jaime Hernán Pérez Chicaiza Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0000-7774-5746
Jose Alberto Chicaiza Guaranda Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0002-5488-3497
Wilber Ortiz Aguilar Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-7323-6589

DOI:

https://doi.org/10.51736/sa.v7i3.329

Keywords:

educational evaluation, academic performance, motivation, playful activities, natural sciences.

Abstract

Educational assessment in elementary education can be an effective tool for transforming traditional pedagogical practices by promoting more meaningful learning adapted to the individual needs of students in a dynamic and constantly evolving educational context. This study investigates the impact of educational assessment on the academic performance and motivation of students in the fourth year of Elementary General Basic Education in a rural Ecuadorian educational unit. Deficiencies were identified in traditional evaluative practices, which focused on memorization and did not encourage critical thinking and creativity. A formative evaluation strategy was designed and implemented based on playful and participatory activities, such as role-playing, contests, and field expeditions, focused on self-evaluation and feedback. The sample included 20 students, 7 teachers, and a director of the Intercultural Bilingual Educational Unit "Hercilio Pianchiche Orejuela". Pretest and posttest results were compared using nonparametric tests, which provided statistical evidence of significant improvements in students' motivation and academic performance, with a notable increase in the "Consistent" and "Advanced" levels. The expert evaluation validated the feasibility, relevance and flexibility of the strategy, with a concordance coefficient of 0.9, although improvements in gamification and the use of local materials were suggested. The study concluded that the implementation of innovative and participatory educational assessments can significantly improve students' motivation and academic performance.

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