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La evaluacion formativa se acepta como idonea para mejorar los procesos de ensenanza y aprendizaje. Sin embargo, poco se practica de forma sistematica y aun persiste un enfoque tradicional en muchas escuelas venezolanas al reducirla a una etapa del proceso de aprendizaje necesariamente terminal, enfatizando el producto. En consecuencia, el objetivo de este estudio consistio en configurar un proceso general para la evaluacion formativa del aprendizaje a partir de las actividades evaluativas que realizan los docentes en el aula. Metodologicamente se inscribe en el paradigma cualitativo mediante el metodo etnografico, el cual se aplico siguiendo las fases sugeridas por Rodriguez, Gil y Garcia (1999): preparatoria, de campo, analitica e informativa. Para recabar la informacion se utilizo la observacion participante y el diario de campo como instrumento para registrar la informacion. La informacion recabada se transcribio, organizo, categorizo y se valido por medio de la triangulacion de fuentes. Como resultado se obtuvo un conjunto de actividades de evaluacion formativa subyacentes en la practica pedagogica del docente, las cuales se integraron en una secuencia para conformar un proceso general de evaluacion formativa del aprendizaje incluido en los procesos de ensenanza aprendizaje. El proceso es util para realizar una evaluacion formativa consciente y sistematica. Palabras clave: Evaluacion formativa, Investigacion, Actividades de evaluacion formativa, Proceso general, Educacion primaria. General Process for the Formative Assessment of Learning The formative assessment accepted as suitable for improving teaching and learning processes. However, little practiced in a systematic way and still remains a traditional approach in many Venezuelan schools by reducing it to a stage of the learning process necessarily terminal, emphasizing the product. Consequently, the objective of this study consisted of setting up a general process for the formative evaluation of the learning from the evaluative activities carried out by teachers in the classroom. Methodologically, circumscribed to the qualitative paradigm using the ethnographic method, which applied following the stages suggested by Rodriguez, Gil y Garcia (1999): preparatory, field, analytical e informative. To gather the information used participant observation and field as a tool journal to record what the information. The information collected is transcribed, organized, categorized and validated by means of triangulation of sources. As a result obtained a set of underlying activities of formative evaluation in teaching practice of teachers, which integrated into a sequence to form a general process of formative evaluation of learning included in the processes of teaching and learning. The process is useful to perform a conscious and systematic formative evaluation. Palabras clave: Formative assessment, Research, Formative assessment activities, General process, Elementary school.

Proceso General para la Evaluación Formativa del Aprendizaje / General Process for the Formative Assessment of Learning