Formative evaluation: a reflection of the didactic process

Abstract

In the educational field, there is still a problem regarding the evaluation in the classroom by teachers from the ignorance of the concepts and their importance in educational training to solve the problems related to traditional evaluation, which only focus quantitatively and without didactic intentionality. The objective of the article was to carry out a literary review referring to formative evaluation, conceptual management and the application in the development of the teaching-learning process. The methodology focused on documentary research and the study approach was qualitative. It is concluded that it is necessary to broaden the theoretical vision of formative evaluation, deepen the conception from the teacher's reflection and its application in the teaching-learning process. Finally, the theoretical contribution focuses on motivating those interested in the outlined thematic axis.