"Theoretical Proposals for the Transformation of Diagnostic and Formative Assessment through Learning Communities in Colombia"
DOI:
https://doi.org/10.62876/educab.v1i17.6917Keywords:
Learning communities, Creativity, Academic performanceAbstract
This article aims to identify theoretical propositions for transforming diagnostic and formative assessment through learning communities in Colombia, based on a systematic review of scientific literature on the subject. The methodology involves a literature review using the PRISMA method. Searches were conducted in the following databases: Scielo, Latindex, Scopus, and Google Scholar. The inclusion criteria for the search were: indexed journal articles, articles in Spanish, and studies involving Colombian populations. Exclusion criteria included: theses, articles in foreign languages, grey literature, and studies focusing on secondary or higher education populations. A total of 25 articles on the topic were found, of which 10 were selected based on the stated criteria.
Collaboration between teachers, students, and families emerges as a crucial factor for educational transformation, highlighting the role of learning communities as the central axis of a tutoring program for education and holistic development. This government strategy has been implemented in educational institutions for approximately eight years. This article seeks to contribute to the continuous improvement of teaching and learning by identifying effective strategies that promote academic success and the comprehensive development of students. It emphasizes the importance of dialogue among teachers, tutors, and students in building an active learning environment.
In conclusion, the article proposes theoretical and practical strategies that could be implemented in Colombia's educational context to enhance academic outcomes. It underscores the importance of interaction-focused teaching as a key element for educational transformation
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