Evaluación formativa para el aprendizaje situado

A basic research is presented, as it focuses on the increase of theoretical knowledge and is aimed at proposing a model of formative assessment for the achievement of situated learning and as specific objectives we have: To identify the current level of situated learning, to determine the use of formative assessment of teachers in the area of education for work, design a formative assessment proposal for situated learning and validate the proposal. As for the methodology, the research is quantitative, its design is propositional with a descriptive level. The population was made up of 150 students in the second grade of secondary school, with the study unit being a sample of 90 students. Data collection was carried out using the survey technique and the survey questionnaire was used as an instrument. From the results we have that: situated learning is sometimes practiced in 64.4% and only 35.6% revealed that situated learning is always practiced; demonstrated that more than half of the students do not understand such learning, the ideal is that the majority understand and recognize situated learning as a habitual daily practice.