Formative evaluation at the preschool level in the mexican educational context. Preliminaries for the construction of the state of knowledge
DOI:
https://doi.org/10.62452/e5d7yr06Keywords:
Learning evaluation, formative evaluation, teacher's roleAbstract
This article presents an approach to the state of knowledge, on the formative evaluation at the preschool level in the Mexican educational context, is supported by the analysis of documents from national and international contexts, considering as theoretical categories the theoretical references that support to the formative evaluation, the main problems related to the evaluation, the evaluation strategies assumed and the role of feedback. The role of the teacher in formative evaluation in preschool classrooms is emphasized in order to build a culture of evaluation, from where self-promotion and co-evaluation are promoted, in the different areas of interaction, intra and interpersonal, all as a support for generate learning environments that condition the achievement of the graduation profile established in the curriculum.
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