Proposal of Evaluative Instruments For The Generation of A Formative Evaluation in First Grade Mathematics Projects
Authors: Cabrera Daniel Castañeda , Torres María del Rosario López , Canales Francisca Angélica Elizalde 
Published: February 2025

Objective: This research work aimed to analyze the viability of the various evaluation instruments, what are their characteristics and their relevance to apply them in the subject of mathematics and their impact on formative evaluation and determine how it contributes to the development of the process. teaching learning. This research project was carried out in a group of 24 first-grade secondary school students at an institution in the state of Hidalgo Mexico, specifically at the Technical Secondary School 66 “Salomón Nazar Ruiz”.
In this study, the different characteristics of the evaluation instruments and the way in which they are formed were analyzed, in the same way the suitability of each of them was broken down, for example, rubrics, checklists, written exams, quiz, among others. In this sense, a survey was applied to the students to identify their knowledge and use in the subject of mathematics.

Theoretical Framework: The study analyzes aspects related to the evaluation process supported with various evaluation instruments in the subject of first grade mathematics at the secondary level, belonging to basic education in Mexico. Evaluation is considered an essential variable in the pedagogical and didactic processes of teaching and learning. This seeks to contribute to the development of the student's comprehensive training.

Design/Methodology/Approach: The methodology used in this research was a quantitative approach, in a group of 24 students enrolled in the first grade, at the Technical Secondary School 66 “Salomón Nazar Ruiz” in Pachuca de Soto Hidalgo, Mexico. It was developed with a non-experimental design. The application of the valuation instruments was in the months of May and June of 2024.

Findings: A data collection instrument was used that consisted of 20 items, which were raised with the purpose of identifying the students' perception regarding the evaluation instruments in the subject of mathematics and its relationship with formative evaluation. Various findings were identified, among which stand out that of the population of 24 students, 66.7% identify and know the various evaluation instruments. In another relevant item, it was found that 83.3% of the students consider that well-structured evaluation instruments contribute to achieving a formative evaluation.

Social Impact: The evaluation instruments in basic education and specifically in the subject of mathematics contribute to the development of a formative evaluation. By promoting the use of assessment instruments such as rubrics, checklists, written tests and field observation, more supported certainty is developed in the different stages of evaluation in the teaching-learning process.

Originality/Value: This work was carried out as part of the degree process in the master’s degree in educational management and Innovation, at the Universidad Politécnica de Tulancingo, in Hidalgo Mexico. This study contributes to providing elements for the implementation of assessment instruments constantly in the subject of mathematics in secondary education.