Formative Evaluation and Information Management: alternative pedagogical support to teachers in the Information Sciences career

Abstract

The objective of this work is to improve the educational practice of evaluation from the use of strategies, whose formative function promotes a reflexive pedagogical accompaniment in the teaching work in the Information Sciences career. It is consistent with the action methodology, with the application of methods and techniques for the collection of information, the diagnosis of teachers during the pedagogical accompaniment and the application of some formative evaluation strategies, which encourage a change in their teaching practice and pedagogical accompaniment. It was necessary to reorient the pedagogical practice in relation to how to evaluate, achieve learning and accompany the teacher. The contribution lies in the need to unlearn and relearn practical innovations, so that they can explain differently what it means to evaluate in order to teach and learn.