Evaluation of learning from an articulating axis: A formative experience

Abstract

Introduction: Learning evaluation in Colombia is regulated, implemented, and established under a training and competency approach. However, there are many challenges that this entails due to the complexity and domain of the evaluative actions managed by educational institutions.Objective: Evaluate the scope of an articulating axis of the area of natural sciences from the first to the eleventh grade, through the competency performances that are established for a learning journey.Methods: A cross-sectional design was used to evaluate students' competencies from an articulating axis; data were collected between November 2022 and February 2023 in an unofficial educational institution. The sample was 827 students and correlates with convenience sampling. They were applied eleven instruments that complied with the DCE and their respective validation.Results: Significant differences were observed between the competency performances for the grades evaluated, especially in primary school, which defined the behavior of the competencies and learning that were evaluated on the axis. The visualization on the dynamic dashboard shows the patterns and regularities for each level of performance, allowing the identification of learning that required strengthening.Conclusions: An articulating axis in the natural sciences was evaluated through a focus on structuring competencies and learning between the grades of the curriculum. This allowed us to question traditional evaluation and promote a formative evaluation that detects specific weaknesses, facilitating pertinent improvements.