To evaluate implies in judging, to valorar, to appreciate and for this makes who it needs to have a norm or standard that allows to attribute a possible value it to this reality, exactly that to evaluate it implies a species of mediation, to evaluate is that not to measure or to characterize. The evaluation despite it is seen as a process, is inside of the still biggest one that is the teach-learning process and must permanently be coats. To change the practical avaliativa requires questioning of its conceptions, its beddings, its organization and many times we have that to change concepts, contents and even though teaching functions. It is considered then that the school pass for an internal reorganization in its form to evaluate. A continuous and formative evaluation would be necessary prioritizing the development of the pupil. To know to diagnosis each pupil correctly and to also identify to its difficulties and its failures. The formative evaluation does not have as objective to classify or to select.
Its main objective bases on learning significant, its cognitivos, affective aspects that they contribute so that the pupil continues to learn, thus what is evaluated he is what he is taught. Still inside of this context we can say on initial evaluation and final evaluation. In the initial evaluation we can know the pupil better and thus to teach better, and in the final evaluation to verify what it learned to the end of im determined didactic process. The main direction of the formative evaluation is without doubt to contribute for the development of the capacities of the pupil, being become a valuable pedagogical tool. Of this form we can evidence that the purpose of the evaluation would be: To know the pupil better: its curricular abilities, its style of learning, its interests, its work techniques. To this we could call initial evaluation.
To evidence what he is being learned: the professor goes collecting information, of continuous form and with diverse metodolgicos procedures and judging the learning degree, however in relation to the all group-classroom, however in relation to one determined pupil in particular. To adjust the process of education to the pupils as group and to whom they present difficulties, in view of the considered objectives. To judge a teach-learning process globally: to the ending of one determined unit, for example, if he makes an analysis and reflection on the success reached in function of the foreseen objectives and to review them the results in accordance with presented. Leaving of this purpose evaluation if characterizes of the following form: The evaluation must continuous and be integrated when daily making of the professor: what he places in them that it must be carried through whenever possible in normal situations, preventing the exclusiveness of the artificial routine of the situations of tests, in which the pupil is only measured in that specific situation, abandoning everything what he was carried through in classroom before the test. The comment, registered, is of great aid for the professor in the accomplishment of a process of continuous evaluation. The evaluation will be global: when it is become fullfilled in view of some areas of capacities of the pupil: cognitiva, motor, of interpersonal relations, performance etc.e, the situation of the pupil in the component varied ones of the pertaining to school resume. The evaluation will be formative: if conce