La evaluación formativa: una estrategia justa en la enseñanza

Abstract

The main objective of this article, is to analyze the concept of formative assessment from an approach of acknowledgement and justice, to stablish this way its importance within the pedagogical field, as it manages to be a didactic tool that makes easier the opening and participation of teachers and students, in the multiple forms that the evaluation of gained knowledge can be planned and executed. For the development of this proposition, the differences between the traditional evaluation, usually related to qualitative and punishing aspects relegated to the final score, and the formative assessment, known for being flexible, procedural and participative, were identified; with the purpose of critically comparing the importance that the formative assessment could have, if its conceived from a fair point of view that encourages a better development of the process of teaching as well as learning. With the things aforementioned, it can be stablished that through an inclusive and collaborative school environment, the evaluation task can be considered as a moment of feedback, dialog and learning, that it is going to be useful for the teacher as it allows to evaluate the different ways to carry out teaching and assessing, as well as for the student as it is a tool that enables the comprehension and correction of the mistakes at the same time the student learns from them.