Formative assessment for attention to diversity in teachers of public educational institutions

• Mora-Teves, Jakeline ^[3] ; Villafuerte-Alvare, Carlos Alberto ^[1] ; Bernales-Guzmán, Yessenia ^[2] ; León-Quispe, Korintia ^[1] ; Alonzo-Yaranga, Lidia ^[1]
  1. [1] Universidad César Vallejo

     Universidad César Vallejo

     Provincia de Trujillo, Perú

     
  2. [2] Universidad Andina del Cusco

     Universidad Andina del Cusco

     Cusco, Perú

     
  3. [3] Unidad de Gestión Educativa de Paucartambo. Perú.

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• Localización: Salud, Ciencia y Tecnología - Serie de Conferencias, ISSN-e 2953-4860, Vol. 2, Nº. 0, 2023 (Ejemplar dedicado a: Salud, Ciencia y Tecnología - Serie de Conferencias)
• Idioma: inglés
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• Resumen

  • The study addresses Formative Assessment (FA) as an emerging approach in education, focusing specifically on its influence on diversity awareness among primary education teachers. A quantitative methodology and a quasi-experimental design were adopted, analyzing a sample of 80 teachers divided into two groups. A 21-item questionnaire, validated by five experts, was used to measure the impact of the FA program. The results revealed significant differences between the Control Group (CG) and the Experimental Group (EG), with 80,0 % of teachers in the EG achieving a high level of diversity awareness, compared to 0,0 % in the CG. Moreover, the Mann-Whitney analysis indicated a significant impact of FA on diversity awareness (p = 0,001, Z = -7583). Despite the positive results, challenges were identified in the practical implementation of the FA program, especially related to competence development in the educational context. In conclusion, the study highlights the effectiveness of FA in promoting diversity awareness, while also pointing out the need to overcome obstacles in its practical application.