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

Quispe-Anchiraico C.T.; Egoavil-Vera J.R.; Castro-Mejía P.J. · Aibi, Revista de Investigacion Administracion e Ingenierias (2025) · DOI: 10.15649/2346030x.4575

Resumen

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.

Instituciones: Universidad San Ignacio de Loyola