Formative and reflective assessment of learning in financial management students, technical baccalaureate of Ecuador

Abstract

The technical baccalaureate provides graduates with theoretical and practical knowledge in various specialties, while also defining competencies, skills, and interests for their subsequent studies. They also complete professional internships to enter the labor and productive market, contributing to the economy of their families, the province, and the nation. From this perspective, this research aimed to analyze the formative and reflective learning assessment of financial management students at the technical baccalaureate at the Juan de Velasco Educational Unit in Riobamba, Ecuador. The research adopted a positivist paradigm and quantitative approach in a field study with a descriptive level and a non-experimental/transsectional design. The sample consisted of 15 teachers, who provided the requested information by completing a 16-item questionnaire with response options of "always," "sometimes," and "never." The instrument was content-validated (by expert judgment) with very high reliability (0.82, using Cronbach's alpha internal consistency method). Data analysis revealed that 39% of educators sometimes implement guidelines in learning assessment. The main conclusion is that this process lacks essential characteristics for it to be formative and reflective. These professionals display an attachment to traditional methodologies such as written tests, restricting the collection of information through various techniques and instruments, and failing to provide opportunities for students to play an active role, enabling them to develop their autonomy and critical thinking.