Posibilidades para la innovación educativa desde la evaluación formativa

Abstract

Throughout time, assessment has been present in the daily life of classrooms and in different educational fields; however, in recent years it has become more relevant in congruence with international reforms and paradigms. This has generated a great debate on the subject, leading to a greater number of investigations related to formative assessment, since within the current paradigms, it is seen as a space for improvement in the classroom. On the other hand, educational innovation is a construct and at the same time a path that has been sought to internalize and implement, favoring change in the practice of education professionals. In this order of ideas, this paper reflects on the concept of assessment to recognize the importance of its formative approach and the relevance of linking it with elements that lead the teachers who implement it to conceive innovation as an alternative to achieve improvement. Points of reflection are presented that lead to recognize in these approaches an alternative to innovate in the classroom through the implementation of teacher reflection.