Ruiz Rangel’s scientific contributions

In a broad sense, evaluation is a fundamental discipline in society, since it is aimed at knowing and helping in the improvement of all aspects of it (Stufflebeam and Shinkfield, 2007). Of course, if we think of education, evaluation is key and must be carried out in a structured way. Furthermore, as Aspinwall et. al. (1992) rightly mention, an evaluation process should establish criteria, standards and values, should be open and explicit, and should contribute to decision making. If something must be clear, it is that evaluation involves not only the teaching-learning process, but also the teaching practice, the curricular process and all the elements of the educational system (Castillo, 2002). Three types of evaluation applied to students are: diagnostic, summative and formative. The first is usually performed at the beginning of the course or school year and its goal is to identify the knowledge that students have, the second is performed at the end of a unit of study and seeks to determine what the student has learned and report their relative progress based on the objectives set, and the last is performed during the development of the course, with the purpose that the student and the teacher are aware of the student's progress according to the learning objectives (Gallardo, 2013). This paper presents the final stage of a work that first included the selection of learning objectives and their classification in the light of Marzano and Kendall's Taxonomy, the preparation of 25 multiple-choice items that yielded two instruments for a summative evaluation and the construction of two instruments for formative evaluation: a concept map and the development of a blog. The results of the summative evaluation applied to a group of 57 students from the Universidad del Valle del Grijalva Campus Tuxtla (Mexico) and the Universidad UNIMINUTO (Colombia) are presented and analyzed, as well as the criteria of three judges belonging to the two institutions mentioned above, who reviewed the formative evaluation instruments.