La relación de la autoevaluación con la evaluación diagnóstica en el área de Español del grado de Segundo de Primaria del Colegio Latinoamericano

• DOI: https://doi.org/10.22533/at.ed.816X1126020111

• Palavras-chave: Autoevaluación, Comprensión Lectora, Evaluación Diagnóstica, Percepción docente, Reglas ortográficas.

• Keywords: Autoevaluation, Reading Comprehension, Diagnostic Assessment, Teacher Perception, Spelling rules.

• Abstract: The purpose of this article is to understand the perceptions of second-grade Spanish teachers regarding the relationship between self-assessment and diagnostic assessment in the development of their lessons within the teaching environment. It is based on a macro-level study conducted at five educational institutions in Colombia. This research was carried out at the Colegio Latinoamericano in Villavicencio, Meta, Colombia, which is one of the participating institutions. Data collection was carried out using teaching logs, a tool that enabled the analysis of teachers’ perceptions during their classroom practice. The research paradigm was qualitative with a phenomenological approach and an exploratory-descriptive research method. The results highlight the importance of using journals, as they enable teachers to comprehend their students’ needs and challenges and thus devise strategies that include various forms of classroom interaction to improve class dynamics and, in turn, foster meaningful learning by first assessing students’ prior knowledge through an appropriate diagnostic assessment.