La evaluación formativa como elemento indispensable para la mejora de la creatividad y el rendimiento académico en el alumnado de Educación Primaria

Resumen

Most education professionals agree that an unique and exclusive use of traditionalmethodologies can decrease the quality of the teaching-learning process but alsodeteriorate the intrinsic becoming of learning, leading students to a low academicperformance. The target of the actual study was to determine if an activemethodology based on a formative evaluation system through group dynamics hasan influence on the improvement of the academic performance, as well as on thecreativity of 4th grade elementary school students. There were 21 participantsaltogether; 10 boys (47,6%) and 11 girls (52,4%) from the Murcia region. Theassessment of the effects of that methodology was carried out using a quasiexperimental design, a study for a unique group (Experimental Group) where thedependent variables are measured before and after the treatment. The results shownan upward tendency to the academic performance measures on the ExperimentalGroup. In light of the results, we can conclude that this program manifests thepositive effects of the intervention for the improvement of creativity and academicperformance