<?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>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422021000200170</article-id>
<article-id pub-id-type="doi">10.17163/alt.v16n2.2021.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tendencias de la evaluación formativa y sumativa del alumnado en Web of Sciences]]></article-title>
<article-title xml:lang="en"><![CDATA[Trends in formative and summative student assessment in Web of Sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado-Moreno]]></surname>
<given-names><![CDATA[Pedro César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Antolín]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco-García]]></surname>
<given-names><![CDATA[Montserrat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Castilla-La Mancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Castilla-La Mancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Castilla-La Mancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>170</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422021000200170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422021000200170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422021000200170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Abordar desde una perspectiva profesional la evaluación del alumnado implica reflexionar sobre el modelo educativo tradicional, que ha empleado las pruebas de evaluación consistentes en la reproducción escrita de los contenidos como el referente fundamental para evaluar y calificar los conocimientos del alumnado. Sin embargo, en las últimas décadas la comunidad científica educativa ha planteado alternativas a esa evaluación en el plano estratégico, técnico, temporal e instrumental. El objetivo de la investigación es conocer la producción científica sobre la evaluación formativa, relacionada con un modelo complejo y social, frente a la evaluación sumativa, de carácter más operacional e individual. Para ello se ha utilizado una metodología mixta que analiza cuantitativa y cualitativamente la evaluación formativa y sumativa en la literatura científica a través de una revisión bibliográfica de las investigaciones de la última década, comparando sus principales indicadores bibliométricos y usando para ello la base de datos Web of Science. Los resultados arrojan un número de investigaciones sobre evaluación formativa notablemente superior a las investigaciones sobre evaluación sumativa, un dominio de la investigación anglosajona y una relación de la investigación sobre evaluación de la educación con otras áreas científicas. Entre las conclusiones se observa que la evaluación del alumnado es una línea de investigación con larga trayectoria histórica que continúa siendo un objeto de investigación de actualidad y generador de transferencia tecnológica entre las distintas áreas de conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A professional point of view about student&#8217;s assessment requires to think about a conventional method of assessment, which has remained the exams and tests conducted on pen and paper base as the main reference to assessing and qualifying the knowledge of students. In recent decades, has emerge alternatives to this model on educational research at the strategical, technical, temporal, and instrumental level. The objective of the study is to know the scientific production of the formative assessment research, related with a social and complex assessment model, in front of a summative assessment research, related with an operational and individual assessment model. To achieve the objective, the investigation uses a mixed methodology of quantitative and qualitative analysis of the scientific literature about formative and summative assessment on the last decade, comparing their principal bibliometrics indices and using for that the Web of Science scientific data base. The results show a substantial difference on the number of investigations between formative and summative evaluation, a prevalent of the investigations of English-speaking countries and a relation between the scientific production on evaluation with other research fields. Conclusions of this article confirms the student&#8217;s assessment as an object of research with a long historical overview on developed countries, but still remains to be a current interesting field with a relevant technology transfer to the rest of research areas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[examen escrito]]></kwd>
<kwd lng="es"><![CDATA[método de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[bibliometría]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[examinations]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="en"><![CDATA[bibliometrics]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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