Cómo entienden la evaluación formativa los docentes

Abstract

The purpose of this research was to unveil the understanding of the formative evaluation of learning that have teachers as a guide of its evaluative action in the classroom. The methodology, within the qualitative paradigm, was applying as a data collection strategy the interview in depth eight teachers who work from first to sixth grades of primary education in the school “Giraluna” in Valera. The interviews were recorded and transcribed, then analyzed, classified and organized information, categories were developed and established relationships between categories and subcategories; finally, it was contrasted the view of teachers and researchers with the theory and the results of previous studies. As result was obtained three categories that reflecting the idea of the formative evaluation of the interviewed teachers: defined formative evaluation and feedback, formative evaluation, understood as a function with different purposes and some unfamiliarity with misguided visions of the formative evaluation. It is concluded that the concept that teachers use in their evaluation practice understands as feedback immediately and linked to functions of feedback, diagnostic, self-evaluation activities, reflection and to make decisions. None takes it as the process is and requires to be planned, as they made it if necessary.