Formative Feedback and Reading Comprehension in Fourth Grade of General Basic Education
DOI:
https://doi.org/10.5281/zenodo.23039737Keywords:
Reading comprehension, Basic Education, Formative A}ssessment, Reading, FeedbackAbstract
Reading comprehension in the fourth year of basic education requires students to identify explicit information, draw inferences, and justify their answers with evidence from the text. This article aims to demonstrate how to analyze a formative feedback sequence that provides specific comments and time for students to revise their answers. To this end, a methodological simulation using a mixed-methods design was developed: initial and final assessments for 24 synthetic cases were generated, and fictional examples of teacher responses were drafted to illustrate the qualitative analysis. In the simulated dataset, the mean total score rose from 5.54 to 6.88 points, representing a mean difference of 1.33 points (95% CI [0.81, 1.86]); the difference was greater for literal comprehension than for inferential comprehension. The qualitative examples facilitated the organization of categories regarding the accuracy of comments, opportunities for revision, and time constraints during class. Integrating both components demonstrates how to present quantitative results alongside explanations of teaching practice and how to examine potential discrepancies between them. The study concludes that this design offers a pathway for investigating classroom feedback, although the simulated figures and statements do not allow for claims regarding actual student improvement.
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