Resumo

ALARCON, Alfonzo Castillo  e  TRUJILLO, Beymar Pedro Solis. Formative evaluation in basic education teacher performance: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.36, pp.726-738.  Epub 21-Jan-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i36.948.

Formative evaluation is a fundamental pillar in the improvement of teacher performance in basic education, since it allows pedagogical reflection and effective feedback. The objective of this study was to analyze formative evaluation in teacher performance through a systematic review. The PRISMA methodology was applied for the selection and analysis of sources indexed in Scopus, SciELO, Dialnet, Redalyc, Latindex, Renati and Google Scholar, considering studies published in the last five years. The results showed that formative evaluation fosters pedagogical reflection, improves educational quality and is strengthened through strategies such as teacher accompaniment and feedback. Likewise, it was identified that evaluation should be comprehensive and continuous, considering ethical and standardized criteria. It is concluded that continuous training and feedback are key elements to optimize teacher performance and respond to the demands of the current educational context.

Palavras-chave : Formative evaluation; Teacher performance; Basic education; Feedback; Continuing education.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )