Milagros Carrasco Rivera
DOI: 10.59427/rcli/2023/v23cs.2723-2729
In the country’s education, it is necessary to recognize the importance of the relationship that exists between formative evaluation and the teaching that teachers provide as part of their professional practice. The article presents the foundation of these two variables, on the one hand, the formative approach to evaluation and its most notable characteristics, and on the other hand, the teaching that had student learning as its priority objective. The study was framed in the quantitative route with a non-experimental correlational cross-sectional design, the population was made up of 70 primary education teachers from public schools under probabilistic sampling. The technique used for the formative evaluation variable was the survey and as an instrument a knowledge questionnaire and, for the teaching variable, observation through the observation sheet instrument. The results showed that, in the distribution by levels of formative evaluation and teaching, 57% of teachers are located at a regular level and only 27% at an adequate level. Therefore, it is concluded that there is a need to reinforce evaluation and teaching from an integrative perspective with the same pedagogical approach that promotes student learning.
Pág 2723-2729, 11 Nov
