Cerrando la brecha: desafíos y oportunidades en la implementación de la evaluación formativa en aulas de inglés como lengua extranjera en escuelas de habla árabe
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https://doi.org/10.17979/digilec.2025.12.11680Resumen
La evaluación formativa sirve como una guía fundamental para docentes y estudiantes, apoyando el progreso mediante ajustes continuos durante el proceso de aprendizaje. A diferencia de las evaluaciones sumativas que miden los resultados al final, la evaluación formativa enfatiza el crecimiento, la comprensión y una participación más profunda. Sin embargo, su implementación en aulas de inglés como lengua extranjera (EFL) en escuelas árabes de Israel presenta desafíos significativos.
Para explorar estos desafíos, este estudio empleó un diseño cualitativo exploratorio, utilizando un cuestionario abierto validado para recopilar datos ricos y detallados de 20 profesoras árabes de inglés con entre 5 y 33 años de experiencia en el norte de Israel.
Este enfoque permitió a las docentes expresar sus percepciones y experiencias con estrategias de evaluación formativa, capturando los complejos factores personales y contextuales que moldean su práctica. Los hallazgos revelaron actitudes diversas hacia distintas estrategias formativas. Compartir objetivos de aprendizaje y formular preguntas se consideraron eficaces y viables, mientras que la autoevaluación y la evaluación entre pares estuvieron limitadas por el escaso tiempo de clase y la falta de preparación del alumnado. Proporcionar retroalimentación significativa fue identificado como el mayor desafío debido al tamaño elevado de las clases y la presión de un currículo centrado en la evaluación sumativa. Las docentes veteranas encontraron difícil alejarse de las rutinas tradicionales, mientras que las docentes más nuevas, aunque más abiertas a la innovación, enfrentaron dificultades en la gestión del aula.
El estudio destaca la necesidad de desarrollo profesional para mejorar las competencias del profesorado en evaluación formativa y hace un llamado a reformas curriculares sistémicas que prioricen un aprendizaje formativo centrado en el estudiante. La colaboración entre responsables políticos, directivos escolares y docentes es esencial para crear entornos de apoyo que permitan una implementación exitosa de la evaluación formativa en aulas de EFL.
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