<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982018000400117</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Compartir metas de aprendizaje como estrategia de evaluación formativa. Un caso con profesores de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Sharing learning targets as a training evaluation strategy. A case study of math teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinzón]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Almería  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de los Andes Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>162</numero>
<fpage>117</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000400117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las demandas educativas actuales requieren una evaluación de aula coherente con un proceso de enseñanza-aprendizaje de calidad. En este artículo proponemos una estrategia de evaluación formativa, basada en compartir las metas de aprendizaje con el alumnado, que promueve la autoevaluación de los estudiantes y permite al profesor percibir su progreso y adaptar su enseñanza. Esta estrategia fue implementada en un programa de formación de profesores de matemáticas de secundaria. Las entrevistas realizadas a una muestra de docentes del programa revelan su potencialidad para promover una comunicación auténtica en torno al proceso de enseñanza-aprendizaje, implicar al alumnado en dicho proceso y orientar en tiempo real la enseñanza de los profesores, entre otros beneficios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today&#8217;s educational demands require classroom assessment consistent with a quality process of teaching-learning. This article proposes a strategy of training assessment based on sharing learning targets with the student body, encouraging self-evaluation of students and allowing teachers to perceive their progress and adapt their teaching. This strategy was applied to a training program for high school mathematics teachers. Interviews taken of a sample of teachers from the program reveal its potential to promote authentic communication about the teaching-learning process, involving the students in that process and providing real-time guidance for professors on their teaching, among other benefits.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="en"><![CDATA[self-evaluation]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[training assessment]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[Denise R.]]></given-names>
</name>
<name>
<surname><![CDATA[Burton]]></surname>
<given-names><![CDATA[Megan]]></given-names>
</name>
<name>
<surname><![CDATA[Cusi]]></surname>
<given-names><![CDATA[Annalisa]]></given-names>
</name>
<name>
<surname><![CDATA[Wright]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom Assessment in Mathematics. Perspectives from around the globe]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Hamburgo ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
