Gualberto Palomino Gutiérrez
DOI: 10.59427/rcli/2023/v23cs.3669-3674
The way of understanding evaluation has evolved significantly. From an instrumentalist form, whose objective was to measure the level of knowledge acquired by the student and expressed in a grade that allowed determining the level of learning; According to contemporary pedagogical theories, evaluation is understood as a permanent process of regulating learning and teaching with the objective of systematic improvement of learning. Evaluation, understood from the formative approach, must promote a holistic vision of learning and generate conditions for the development of competencies that allow students to successfully face the problems in their environment and not just mere grades that obstruct students’ learning. Therefore, the objective of this article is to carry out a descriptive review of the literature on the foundations of formative evaluation and demonstrate that evaluating is much more than measuring student learning through numerical quantification or its literal equivalence.
Pág 3669-3674, 31 Dec
