La evaluación formativa, un camino por recorrer en la práctica docente

Abstract

Theoretical elements which guided the subproject “Papime- Teaching Evaluation of the Escuela Nacional de Enfermeria y Obstetricia are presented in the following paper. In the first paragraph, two focuses of evaluation are considered: quantitative and qualitative to distinguish the choice of importance between one and the other. The first oriented to measure the results of the second, it is focused in the processes, looking to provide information about the activities that are developed to enhance the performance that is being evaluated. In the second paragraph, the importance of evaluating teaching practice, not only through the students, irreplaceable informer, but also through the point of view of the teachers about their own teaching and knowing about their thoughts and ideas is highlighted since we consider that they constitute one of the fundamentals to go about their curricula and the enhancement of their teaching practice. We can conclude that the road to formative evaluation is a fertile land for the sensitivity and exploration of the new and effective forms of the evaluation and strategies of teacher training which will lead to enhance the forming process of the students.