Assessment in learning in students of Early Childhood Education, Higher level

Abstract

Introduction: Assessment is part of the learning process of early childhood education students at the Universidad Laica Eloy Alfaro de Manabí -Chone. It helps teachers adjust their teaching plans to address their specific needs. The objective of this research was to describe assessment in learning as an instrument that connects the teaching process with the acquisition of knowledge. Materials and methods: A qualitative analysis, descriptive, bibliographic and field method were used as a methodology. Results: The result was that assessment is a systematic and logical process, where there is direct interaction between teachers and students that promote learning, in addition to making pedagogical decisions aimed at changing the assessment model, without overloading tasks or exams, incorporating classroom assessment in activities of constant interaction, participation, and socialization. Discussion: Assessment is a systematic and logical process, where direct interaction between teachers and students fosters learning. Assessment allows for pedagogical decisions, allowing for a change in the assessment model, avoiding overload of assignments or exams. Constant interaction in the classroom is essential. Conclusions: Currently, there are difficulties in the assessment process where students perform under pressure from a grade. Therefore, emphasis must be placed on knowledge by applying cognitive tools that allow students to acquire knowledge in a user-friendly way during the teaching process.