Revista Meta: Avaliação

La evaluación es un proceso transversal determinante en la educación STEAM y las analíticas de aprendizaje puede aportar recursos clave a esta relación, especialmente tras la pandemia de la COVID-19. Por tal razón, el objetivo del estudio es analizar la orientación de la evaluación formativa mediada por analíticas de aprendizaje en la educación STEAM. Con este fin se realizó una revisión sistemática de literatura basada en el método PRISMA en dos bases de datos científicas de alto impacto: Scopus y Web of Science. Los resultados evidencian el carácter mediador de las analíticas de aprendizaje en la evaluación formativa en el contexto educacional STEAM, destacándose la retroalimentación adaptativa, unido a las potencialidades de la inteligencia artificial para una gestión holística del aprendizaje. Finalmente, la integración de la síntesis cualitativa y el análisis de co-concurrencia permitió proyectar la intencionalidad de la evaluación formativa en y desde un entorno de aprendizaje de colaboración, motivación y reflexión; connotándose tres núcleos dinamizadores de la evaluación formativa mediada por AA en un contexto educativo STEAM: la mediación pedagógica interactiva, la gestión creativa de aprendizajes y la comprensión del contexto formativo TIC.

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