La evaluación formativa en el nivel secundario: prácticas docentes en el Distrito Educativo de Camargo

Formative assessment is an essential component of the teaching-learning process, as it provides continuous feedback on students' progress and guides pedagogical practice. The objective of this article is to analyze the teaching practices linked to formative assessment at the secondary level of the educational district of Camargo. The research was developed under a mixed approach, with a descriptive design, using semi-structured interviews and surveys as techniques. The results show that, although teachers recognize the importance of formative assessment, its application is predominantly focused on procedures that, although they respond to the productive socio-community model, continue to be traditional, with little systematization of feedback and limited student participation. It is concluded that it is necessary to strengthen continuous teacher training and promote evaluation practices consistent with the training approach, in order to improve the quality of the educational process at the secondary level.