HEVAFOR: the introduction of formative assessment software in the preschool classroom

Abstract

INTRODUCTION. Learning assessment in Pre-Primary Education is a field that has received little attention. Its practice in schools lacks the rigor and systematization that would be desirable as well as the educational resources for teachers to carry it out properly. The focus of assessment for learning, along with the development of computer-based tools to support teachers, can create the foundation for an effective change in the way in which the students learn and are evaluated, and how their learning and assessment can be improved at this educational stage. METHOD. This research includes the development process and results obtained with an ad hoc software application to facilitate the implementation of an evaluation approach to learning. Therefore, we have developed a web service (Tool for Formative Assessment, HEVAFOR) and a software application for mobile-tablets that allow for the developing of the classroom programmers, incorporating criteria and assessment indicators, recording daily observations based on those schedules and recovering those observations and interpreting them to be able to carry out the evaluation. HEVAFOR has been developed through collaborative research and has been implemented experimentally at a Preschool. Its feasibility, consistency, usefulness and validity have been evaluated by questionnaires filled in by the teaching staff , interviews and statistics on the use of the application. RESULTS. The results show that the evaluations, which rely on systematic records, are useful for teachers to the extent that they facilitate informed decision making on programming and instructional designing in teaching so as to improve student learning. DISCUSSION. This manner of ICT-supported work has enabled the habits of teachers regarding learning assessment to change, promoting a more systematic and curriculum-oriented work.