Main Article Content

Maritza Librada Cáceres


In these reflections some references are analyzed that bet the role of formative evaluation in the students' learning, which transcends the processes of teaching and learning in Higher Education, rescuing the role of collegiate work of the academies, as an organ for making decisions about the evaluation strategies to be applied, according to the demands and needs of the students. The influence of evaluation for learning is based, which conditions a formative potential in students throughout their school trajectory, particularly in the Bachelor of Education Sciences of the Autonomous University of the State of Hidalgo (UAEH), knowledge that transcend throughout the life of the students. For what is considered formative evaluation as a learning assessment approach, which refers to a systematic process of data recovery on student learning and performance, from various sources of evidence; is focused on processes, rather than results, is interested in students being responsible for their own learning and is conceived as a means to achieve and integrate knowledge with meaning and meaning.


Download data is not yet available.

Article Details

How to Cite
Cáceres, M. (2018). REFLECTIONS ON THE TRAINING EVALUATION OF LEARNING IN THE DEGREE IN SCIENCE OF EDUCATION OF THE UAEH. International Journal for Innovation Education and Research, 6(12), 56-63.
Author Biography

Maritza Librada Cáceres, Universidad Autónoma del Estado de Hidalgo

Profesora Investigadora y Jefa del Área Académica de Ciencias de la Educación


Álvarez, J. M. (2005). Evaluate to know, examine to exclude. Madrid: Morata.
Bordas, I., & Cabrera, F. (2001). Strategies for the evaluation of learning focused on the process. Spanish Journal of Pedagogy, 25-48.
Cáceres Mesa, M.L., Gómez Meléndez, L.E., & Zúñiga Rodríguez, M. (2018). The role of the teacher in the evaluation of learning. Conrado, 14 (63), 219-230. Retrieved from
Fernandez Marcha, A. (2016). The evaluation of the learning in the university; new approaches. Valencia: Polytechnic University of Valencia. Retrieved from
Gonzalez, M. (2000). The evaluation of learning: trends and critical reflection. Cuban Journal of Higher Education, 20 (1), 47-67. Retrieved from
Hamodi Galán, C., López Pastor, A. T., & López Pastor, V. (2014 b). Formative evaluation network and shared in university teaching: creation, consolidation and lines of work. Educational Evaluation Magazine, 3 (1), 1-33. Retrieved from
Hamodi, C. (2014). The formative and shared evaluation in higher education: a case study. University of Valladolid.
Jorba, J., & Sanmarti, N. (2000). The pedagogical function of the evaluation. Barcelona: Grao.
López, V. M. (2012). Formative and shared evaluation in the university: clarification of concepts and intervention proposals from the Interuniversity Network of Formative Evaluation. Psychology, Society, & Education, 4 (1), 117-130.
Martinez Rizo, F. (2011). The evaluation in the classroom promises and challenges of formative evaluation. Aguascalientes: Autonomous University of Aguascalientes.
Martinez, F., & Blanco, E. (2017). The educational evaluation in Mexico: experiences, advances and challenges. Evaluation magazine for teachers and directors, 48-53.
Moreno Olivos, T. (2011). The culture of evaluation and improvement of the school. Educational Profiles, XXXIII (131), 116-130. Retrieved from
Moreno, T. (2016). Evaluation of learning and for learning. Reinvent the evaluation in the classroom Mexico: UAM. Retrieved from
Ocampo, M. E. (2017). The educational evaluation and the challenge of personalization-collaboration in the Educational Model. Evaluation magazine for teachers and managers, 54-63.
Perronoud, P. (2008). The evaluation of the students. From the production of excellence to the regulation of learning. Between two logics. Buenos Aires: Colihue. Pedagogical Alternative
Sanmarti, N. (2007). 10 key ideas. Evaluate to learn. Barcelona: Graó.
William, D. (2009). An integrating synthesis of research and implications for a new theory of formative evaluation. Argentina: University of La Plata. Retrieved from
William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? Mahwah, NJ: Lawrence Erlbaum Associates.