Teaching Guidance Model for the Improvement of Formative Assessment in Rural Teachers: Administrative Approach

Authors

DOI:

https://doi.org/10.15649/2346030X.4575

Keywords:

didactic orientation, formative assessment, teaching-learning processes, quantitative methodology, academic performan

Abstract

Testing, administration, and basic and formative assessments constitute fundamental pillars and tools for strengthening the educational process, knowledge, and learning, allowing teachers to acquire relevant information to adjust and optimize their pedagogical practice. This study was conducted to analyze the relationship between instructional guidance and formative assessment, using an applied methodology with a quantitative approach, a non-experimental cross-sectional design, and a descriptive-correlational scope. The sample included 30 teachers, selected by convenience sampling, and a structured questionnaire of 40 items was used as the data collection instrument, analyzed with the SPSS statistical software. The initial findings reveal that both the instructional guidance variable and formative assessment obtained maximum scores of 100. Regarding teachers' perceptions of instructional guidance, 0% consider it deficient, 6.67% rate it as fair, and 93.33% evaluate it as good. Regarding formative assessment, 3.33% rated it as deficient, 26.67% as fair, and 70% as good. Despite the high descriptive percentages, the inferential analysis concludes that the didactic orientation model does not show a statistically significant association with teachers' perception and application of formative assessment (p > 0.05). These findings suggest the need to explore comprehensive pedagogical approaches and teacher training strategies that are effectively linked to the use of formative assessment in rural educational practice.

Author Biographies

  • Celia Tatiana Quispe-Anchiraico, Universidad San Ignacio de Loyola - Lima, Perú

    Magíster, especialista en educación básica regular con más de 15 años de experiencia, experta en metodologías y temas relacionados con la evaluación formativa y el diseño curricular.

  • Jua Raul Egoavil-Vera, Universidad San Ignacio de Loyola - Lima, Perú

    Cuento con un Doctorado en Ciencias de la Educación en la Universidad Nacional de Educación. Realicé una Maestría en Educación Matemática en la Universidad Nacional de Educación.
    A lo largo de mi experiencia docente realicé Especializaciones en diversos tópicos educativos como: Didáctica de la Matemática, Estrategias Metodológicas, Innovación Pedagógica, Elaboración de Materiales Educativos, Contenidos del Área de Matemática.
    Puedo comentarles que tengo más de 25 años de experiencia en la enseñanza, en la cual tuve la oportunidad de ser docentes en la Universidad Alas Peruanas, Universidad Peruana de Ciencias Aplicadas, Universidad Autónoma del Perú, Universidad Norbert Wiener, Universidad Tecnológica del Perú, Universidad San Ignacio de Loyola.
    Profesionalmente en PREGRADO dicté los cursos de Nivelación de Matemática, Matemática I, Matemática Básica, Cálculo Vectorial, Introducción a la Matemática para Ingeniería, Estadística Descriptiva; en POSGRADO dicté las cátedras de Metodología de la Investigación, Seminario de Tesis I-II-III-IV. Tuve la oportunidad de ser Asesor de Tesis, Formé parte de Jurado de Tesis como presidente y otros cargos.
    Publiqué el libro Fundamentos de la Matemática, publiqué como coautor los artículos científicos Digital Tools and Education in Corporate Social Responsibility: Perspectives from Doctoral Students, Competencias digitales en educación superior en tiempos de pandemia COVID-19: Estudio comparativo Perú y España, Estrategias lectoras integrando Moodle para mejorar el desempeño de estudiantes en el Key English Text y participé en 21 th LACCEI International Multi-Conference for Engineering Education and Technology (LACCEI 2023): “Leadership in Education and Innovation in Engineering in the Framework of Global Transformations: Integration and Alliances for Integral Development”

  • Percy Junior Castro-Mejía, Universidad San Ignacio de Loyola - Lima, Perú

    Engineer Business Manager with over 18 years of experience in Management Systems, Business Process, and Operation/Logistic Process. Holds a Ph.D. in Engineering and is pursuing a second Ph.D. in Education. Additionally, he earned a Master's in Advanced Engineering from Beihang University in the People's Republic of China, graduating with honors as the top international student.

    He is an international and national speaker in research and development, with more than 21 articles published in SCOPUS. He also serves as a RENACYT professor. His expertise includes the development of digital education strategies for various institutions, focusing on the design and implementation of models for undergraduate, postgraduate, and executive education programs.

    He has led educational innovation initiatives such as the use of open resources, MOOCs, virtual reality and immersive worlds, holograms, adaptive learning, and micro-credentials, among others. Moreover, he has actively contributed to the definition of the corporate university concept and the development of models for virtual and hybrid education in businesses and universities. In this capacity, he has directed various consulting projects both inside and outside Peru.

    With more than 13 years of university teaching experience in undergraduate and postgraduate programs at prestigious universities, he has designed and delivered courses at San Ignacio de Loyola University, the Peruvian University of Applied Sciences (UPC), and ESAN University.

    He has also participated in several international projects, including work in France as a Mission Planning Engineer in Toulouse. Additionally, he has been an international speaker in South Korea, Pakistan, Bangladesh, and other countries.

    In terms of professional experience, he has held roles such as Finance and Administration Manager, Technical Director, Research Head, and Engineer.

References

[1] Araujo Iglesias and L. Mesino Mosquera, Evaluación formativa para el desarrollo de las habilidades de pensamiento [Tesis de maestría, Universidad de la Costa de Colombia], 2022. [Online]. Available: https://repositorio.cuc.edu.co/bitstream/handle/11323/9118/Evaluaci%C3%B3n%270formativa%20para%20el%20desarrollo%20de%20las%20habilidades%20de%20pensamiento.pdf?sequence=1&isAllowed=y.

[2] Ó. Vázquez Rodríguez and E. L. Serrano, "Referente para la evaluación formativa de la docencia del español en educación primaria," Sinéctica, no. 61, 2023. [Online]. Available: https://doi.org/10.31391/s2007-7033(2023)0061-04.

[3] Á. Pérez-Pueyo, D. Hortigüela Alcalá, and J. Fernandez-Río, "Evaluación formativa y modelos pedagógicos: Estilo actitudinal, aprendizaje cooperativo, modelo comprensivo y educación deportiva," Rev. Esp. Educ. Fís. Deporte, no. 428, pp. 447–466, 2020. [Online]. Available: https://doi.org/10.55166/reefd.vi428.881.

[4] L. Martínez-Mínguez, L. Moya Prados, C. Nieva Boza, and D. Cañabate Ortíz, "Percepciones de estudiantes y docentes: Evaluación formativa en proyectos de aprendizaje tutorados," Rev. Iberoam. Eval. Educ., vol. 12, no. 1, pp. 59–84, 2019. [Online]. Available: https://doi.org/10.15366/riee2019.12.1.004.

[5] A. A. Barboza, Plan integral de empoderamiento docente para la gestión de la evaluación formativa en la Institución Educativa de Chiclayo [Tesis de doctorado, Univ. César Vallejo], Repositorio Institucional de la Universidad César Vallejo, 2021. [Online]. Available: https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/99835/Barboza_AA-SD.pdf?sequence=4.

[6] L. C. P. Zambora, "La retroalimentación formativa para el aprendizaje de los estudiantes de la Institución Educativa N° 11017-Chiclayo," Rev. Cient. Emprend. Científico Tecnológico, no. 1, pp. 28–28, 2020. [Online]. Available: https://revista.ectperu.org.pe/index.php/ect/article/view/13.

[7] M. Alva, "La evaluación es parte de la pedagogía, de la interacción natural con el estudiante," Rev. Educación, vol. 12, no. 1, pp. 59–84, 2020. [Online]. Available: https://www.trahtemberg.com/la-evaluacion-es-parte-de-la-pedagogia-de-la-interaccion-natural-con-el-estudiante/.

[8] A. Câmpean et al., "Examining teachers’ perception on the impact of positive feedback on school students," Educ. Sci., vol. 14, no. 3, Art. no. 257, 2024. [Online]. Available: https://doi.org/10.3390/educsci14030257.

[9] V. Revilla-Cuesta, M. Skaf, J. M. Manso, and V. Ortega-López, "Student perceptions of formative assessment and cooperative work on a technical engineering course," Sustainability, vol. 12, no. 11, Art. no. 4569, 2020. [Online]. Available: https://doi.org/10.3390/su12114569.

[10] A. Cuenca, M. Álvarez, L. Ontaneda, E. Ontaneda, and S. Ontaneda, "La Taxonomía de Bloom para la era digital: actividades digitales docentes en octavo, noveno y décimo grado de Educación General Básica (EGB) en la Habilidad de 'Comprender'," Rev. Espacios, vol. 42, no. 11, pp. 11–25, 2021. [Online]. Available: https://doi.org/10.48082/espacios-a21v42n11p02.

[11] J. M. Altamirano-Burgos and J. M. Luján-Miguel, "Valorando evidencias de aprendizaje para la eficiencia de la retroalimentación formativa en educación secundaria," Episteme Koinonía. Rev. Electrón. Cienc. Educ., Humanid., Artes y Bellas Artes, vol. 7, pp. 40–56, 2024. [Online]. Available: https://doi.org/10.35381/e.k.v7i1.3710.

[12] C. J. Stanny, "Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning," Educ. Sci., vol. 6, no. 4, Art. no. 37, 2016. [Online]. Available: https://doi.org/10.3390/educsci6040037.

[13] S. Kaya-Capocci, M. O’Leary, and E. Costello, "Towards a framework to support the implementation of digital formative assessment in higher education," Educ. Sci., vol. 12, no. 11, Art. no. 823, 2022. [Online]. Available: https://doi.org/10.3390/educsci12110823.

[14] A. J. Cisneros-Caicedo, A. F. Guevara-García, J. J. Urdánigo-Cedeño, and J. E. Garcés-Bravo, "Técnicas e instrumentos para la recolección de datos que apoyan a la investigación científica en tiempo de pandemia," Dom. Cienc., vol. 8, no. 1, pp. 1165–1185, 2022. [Online]. Available: https://doi.org/10.23857/dc.v8i1.2546.

[15] A. Cvetkovic-Vega, J. L. Maguiña, A. Soto, J. Lama-Valdivia, and L. E. C. López, "Estudios transversales," Rev. Fac. Med. Hum., vol. 21, no. 1, pp. 179–185, 2021. [Online]. Available: http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S2308-05312021000100179.

[16] R. Hernández Sampieri and C. Mendoza, Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta, 2019. [Online]. Available: https://doi.org/10.22201/fesc.20072236e.2019.10.18.6.

[17] J. García-Riveros, L. Fuertes-Meza, A. Montellanos-Solís, J. Méndez, and E. Flores, "Perspective on formative evaluation in times of pandemic. Theoretical review," Nat. Volat. Essent. Oils, vol. 8, no. 4, pp. 2428–2442, 2021. [Online]. Available: https://www.nveo.org/index.php/journal/article/view/450.

[18] M. Joya, "La evaluación formativa, una práctica eficaz en el desempeño docente," Inf. Tecnol., vol. 5, no. 16, pp. 179–193, 2020. [Online]. Available: https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.16.9.179-193.

[19] S. M. Brookhart, "Educational assessment knowledge and skills for teachers revisited," Educ. Sci., vol. 14, no. 7, Art. no. 751, 2024. [Online]. Available: https://doi.org/10.3390/educsci14070751.

[20] L. Ramos Martínez and M. Rueda Beltrán, "Rasgos distintivos de las evaluaciones formativas para el desempeño docente," Perfiles Educ., vol. 42, no. 169, pp. 144–159, 2020. [Online]. Available: https://doi.org/10.22201/iisue.24486167e.2020.169.59287.

[21] J. M. G. Riveros, J. F. F. Pimentel, L. C. F. Meza, and A. R. M. Solís, "Evaluación formativa: un reto para el docente en la educación a distancia," Delectus, vol. 4, no. 2, pp. 45–54, 2021. [Online]. Available: https://doi.org/10.36996/delectus.v4i2.130.

[22] L. J. Zapana Flores, Influencia de la Evaluación Formativa en el Proceso de Autorregulación de los Estudiantes de la Carrera Profesional de Educación Primaria del Instituto de Educación Superior Pedagógico Público Arequipa 2018 [Tesis de maestría, Univ. Nac. de San Agustín de Arequipa], 2019. [Online]. Available: https://repositorio.unsa.edu.pe/items/a30c9453-5db0-48b1-b689-dda710bc2f7d.

[23] A. Sortwell et al., "A systematic review of meta-analyses on the impact of formative assessment on K-12 students’ learning: Toward sustainable quality education," Sustainability, vol. 16, no. 17, Art. no. 7826, 2024. [Online]. Available: https://doi.org/10.3390/su16177826.

Downloads

Published

2025-09-01

How to Cite

[1]
C. T. Quispe-Anchiraico, J. R. Egoavil-Vera, and P. J. Castro-Mejía, “Teaching Guidance Model for the Improvement of Formative Assessment in Rural Teachers: Administrative Approach”, AiBi Revista de Investigación, Administración e Ingeniería, vol. 13, no. 3, pp. 1–9, Sep. 2025, doi: 10.15649/2346030X.4575.
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Issue

Vol. 13 No. 3 (2025): Septiembre-Diciembre

Section

Research Articles

License

Copyright (c) 2025 AiBi Journal of Research, Administration and Engineering

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The journal offers open access under a Creative Commons Attibution License 

Licencia Creative Commons
This work is under license Creative Commons Attribution (CC BY 4.0).

Similar Articles

1-10 of 450

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)