Formative assessment and creative performance reporting in Early Childhood Education from Montessori Philosophy: model for kindergartens and nurseries in Pedro Aguirre Cerda, Santiago, Chile
DOI:
https://doi.org/10.71112/wbjm2518Keywords:
formative assessment, Montessori Philosophy, early childhood education, ative report, educational quality, child development, pedagogical feedback, early childhood, ChileAbstract
This research addresses the problem of formative assessment and creative performance reporting in preschool children's learning from the Montessori Philosophy, in kindergartens and nurseries of Pedro Aguirre Cerda, Santiago, Chile. The objective was to design a formative assessment model integrated with Montessori principles to improve educational quality in early childhood. A mixed methodological design was used, including a Likert-scale survey, semi-structured interview, and observation protocol, applied to 253 participants (17 educators, 17 families, and 219 children). Results reveal significant gaps between what is prescribed by the Early Childhood Curriculum Guidelines (BCEP 2018) and actual teaching practice, limited training in Montessori methodology, and absence of creative learning reports. The proposed model articulates systemic components of continuous assessment, visual and narrative pedagogical documentation, constructive feedback, and family participation, validating its theoretical and practical relevance.
Downloads
References
Acosta, R., et al. (2024). Evaluación formativa en educación parvularia SLEP Llanquihue. Estudios Pedagógicos, 50(1), 1–18.
Biblioteca del Congreso Nacional de Chile (BCN). (2025). Ficha comunal Pedro Aguirre Cerda. https://www.bcn.cl
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Carr, M. (2001). Assessment in early childhood settings: Learning stories. SAGE Publications.
Catherine, J. (2020). Neuroscience and early childhood education. Routledge.
Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
Demangeon, A., Claudel-Valentin, S., Aubry, A., & Tazouti, Y. (2023). A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children. Contemporary Educational Psychology, 73, 102182. https://doi.org/10.1016/j.cedpsych.2023.102182
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Giota, J., et al. (2020). Formative assessment, goal orientation and student motivation. Scandinavian Journal of Educational Research, 64(6), 837–854. https://doi.org/10.1080/00313831.2019.1623243
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M. (2021). Formative assessment in practice: A process of inquiry and action. Harvard Education Press.
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill.
Higgins, K. (2015). E-portfolios and family engagement in early childhood: A review. Early Childhood Education Journal, 43(6), 475–483. https://doi.org/10.1007/s10643-014-0662-x
Ibáñez, M. J. (2020). Los procesos de evaluación y toma de decisiones en el desarrollo y aprendizaje de los párvulos en jardines infantiles de la JUNJI de la Región Metropolitana, Chile. Pensamiento Educativo, 57(1). https://doi.org/10.7764/PEL.57.1.2020.7
Knauf, H. (2022). Pedagogical documentation in early childhood education: Process-oriented procedures for documenting education and development. Springer.
Lillard, A. S. (2005). Montessori: The science behind the genius. Oxford University Press.
Lillard, A. S. (2017). Montessori: The science behind the genius (3.ª ed.). Oxford University Press.
Lillard, A. S., et al. (2025). A national randomized controlled trial of the impact of public Montessori preschool at the end of kindergarten. Proceedings of the National Academy of Sciences, 122(43). https://doi.org/10.1073/pnas.2506130122
Ministerio de Educación de Chile. (2014). Orientaciones pedagógicas para la educación parvularia. MINEDUC.
Ministerio de Educación de Chile. (2018). Bases curriculares de la educación parvularia (Decreto 481/2018). MINEDUC.
Ministerio de Educación de Chile. (2019). Marco para la Buena Enseñanza de Educación Parvularia (MBE EP). MINEDUC.
Ministerio de Educación de Chile. (2021). Orientaciones de evaluación y retroalimentación: Integrando la evaluación formativa en el aula. Curriculum Nacional, MINEDUC.
Montanaro, S. Q. (2002). Understanding the human being: The importance of the first three years of life. The National Center for Montessori in the Public Sector.
Montessori, M. (2002). The Montessori method: Scientific pedagogy as applied to child education in “The Children’s Houses”. Schocken Books. (Obra original publicada en 1912).
Murray, A. K., et al. (2025). Developing a tool to evaluate early childhood education implementation fidelity: Measure of Montessori Implementation-Early Childhood (MMI-EC) pilot study. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1603908
Noguera, P. A., & Blankstein, A. M. (2015). Excellence through equity: Five principles of courageous leadership to guide achievement for every student. Corwin.
OCDE. (2025). Results from TALIS Starting Strong 2024. OECD Publishing. https://doi.org/10.1787/20af08c0-en
Penderi, E., et al. (2024). Pedagogical documentation as a “bridge” between parents and the early childhood curriculum. Social Sciences, 14(1), 7. https://doi.org/10.3390/socsci14010007
Randolph, J. J., Bryson, A., Menon, L., et al. (2023). Montessori education’s impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews, 19, e1330. https://doi.org/10.1002/cl2.1330
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Routledge.
Ruiz-Primo, M. A., & Brookhart, S. M. (2018). Using feedback to improve learning. Routledge.
Spasovski, O., & Karagiannopoulou, E. (2024). Formative assessment in early childhood: International perspectives. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09847-4
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Blanca María Palma Toloza (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
