Formative Evaluation in a Context of Pedagogical Renewal: Practices at the Service of Success

Abstract

In the context of the Peruvian pedagogical renewal, the appropriation by teachers of the prescribed changes in the evaluation plan requires the dissemination of exemplary practices, since several investigations show that observing examples favors the learning of new teaching practices. Therefore, the objective of this research, carried out in 2017, has been to characterize the formative evaluation practices of primary school teachers. The qualitative approach and both ethnographic and case study designs were applied. Data was collected about the planning of the activity with an interview with 13 volunteer teachers; on the actions of teachers and students through the observation of 25 learning-teaching activities; about the significant segments of the activity recorded through an interview with the teachers. The practices of teachers have been analyzed in their behavioral and cognitive dimensions. The results show that the participants integrated into their practices many characteristics of the formative evaluation, recommended by the Ministry of Education, and that their main challenge consists in sharing the responsibility of the regulation processes with the student.