Formative evaluation in the classroom: a process linked to the leadership of the teaching director

Abstract

Formative assessment has been gaining importance in recent years as a process that, if properly appropriated in the classroom by teachers, produces good results in student learning; Accordingly, the leadership that managers exercise in academic management is a determining factor in the performance of teachers. In this article, two topics that are closely related have been addressed, such as: the implementation of formative evaluation in the classroom as a task specific to teachers under the supervision of the manager and the pedagogical leadership that every manager must assume to supervise with judgment and appreciation of their role, the implementation of an evaluation and formative feedback. The School of Teaching Managers in the year 2023 identified the need to know the degree of appropriation that managers have regarding formative evaluation applied in the classroom to students. From the interpretive paradigm and a qualitative approach, a case study was carried out.  The data collected was systematized and its analysis determined the low degree of appropriation that managers had regarding formative evaluation applied to students. General knowledge about the topic was established in terms of concept, purpose, evaluating agents and times. The study concludes that with respect to criteria, techniques and instruments and training feedback, the weakness in these topics is notable and it is necessary to strengthen the pedagogical competencies of rectors and coordinators.