Formative evaluation: towards a comprehensive pedagogical proposal in times of pandemic

Abstract

This article addresses the problem of learning evaluation from the proposal of global educational policies for the case of the Peruvian context, which involves non-face-to-face or remote education learning environments. Hermeneutical analysis is based on processes of documentary analysis and on the logical historical method of important related sources. From this, it was understood that formative evaluation constitutes a powerful alternative to face the challenges of the current situation that requires a comprehensive, dynamic and developer evaluation process. Among the main conclusions, the need for a reflective and flexible teacher to change is appreciated, who promotes evaluation as an integral pedagogical proposal, and in which the factor of an interculturality that mainly enhances the ability to know how to be and know live together.