Resumen

MOLLO FLORES, Marybel Esther  y  DERONCELE ACOSTA, Angel. Integrate formative feedback model. Universidad y Sociedad [online]. 2022, vol.14, n.1, pp. 391-401.  Epub 10-Feb-2022. ISSN 2218-3620.

The present study aims to propose an Integrate Formative Feedback model. Among the main methods used are the analysis-synthesis and historical-logical methods that allowed us to explore the main trends and epistemological trends of formative evaluation; the Holistic-Dialectical Method for the design of the model and the generalization-abstraction method to reveal its essential relationships and regularity. The results allow to verify a model with two dimensions: (1) Reflective Strategic Feedback dimension, containing the configurations: Feed Up Recognition, Feed Back Understanding, Feed Forward Orientation, and (2) Operational Praxiological Feedback dimension, contentive of the configurations: Self-management of self-evaluative Feedback, Instrumentation of hetero-evaluative Feedback and Application of co-evaluative Feedback, expressing the configuration of “Meta-Evaluative Feedback” as a synthesis process of the two dimensions. It is concluded by presenting as essential relationships that the projection of Integrated Formative Feedback is dynamized from processes of meta-reflection of educational actors, and its concretion is based on a dialogical-experiential evaluative praxis, revealing then as regularity the meta-regulated character of the development of Integrated Formative Feedback, as an expression of the dynamic link of its tactical construction in the teaching-learning process.

Palabras clave : Formative assessment; formative feedback; Feed Up; Feed Back; Feed Forward; self-evaluation; co-evaluation; hetero-evaluation; meta-evaluation.

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