Instrumentos alternativos para los procesos de evaluación de los estudiantes del Subnivel de Preparatoria de la UE. Ciudad de Loja.

Abstract

Abstract: This research examines the pedagogical practices of teacher feedback at the high school level of an educational institution located in the city of Loja, to understand how educators implement feedback in the educational process and how this helps to consolidate student learning. The study adopted a qualitative approach and an interpretive paradigm, using a case study to explore the perceptions and experiences of teachers working at this educational level. Semi-structured interviews were used with teachers at the high school level to gather information. Their contributions were analyzed through an interpretive process based on categories related to the notion of feedback, clarity in learning objectives, feedback on performance, and guidance to improve learning. The results demonstrate that teachers use different feedback strategies to motivate, guide, and support learning, although they also recognize challenges related to individualizing pedagogical support. Pedagogical guidelines are suggested that seek to strengthen feedback practices by teachers at this educational level.