Formative evaluation: are we in the presence of a new evaluation generation?

Abstract

This essay is an outline of the historical development of the learning evaluation processes to combine the key elements that identify the various concepts that are emerging in the passing of time. This historical reference allowed me to substantiate my position in relation to the origin of a new learning assessment generation, called formative evaluation. On one hand, the formative assessment is a new vision in which the key role is played by the student, who should take responsibility for identifying their strengths and weaknesses, and at the same time to explore options or alternatives that enable them to achieve their goals. On the other hand, the teacher has the responsibility of the classroom spaces, leading to highly significant development in student interest and motivation on their learning processes, the critical capacity, and academic autonomy because it will lead to "learning to learn. These ideas aim to open the academic debate associated with this new generation of assessment represented by the concept of formative assessment.