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The present work intents to share a pedagogical experience that was developed in a Cuban university, with the purpose of improving the formative nature of the evaluative practices carried out, after observing traditional traits in them. To this end, a pedagogical intervention strategy was implemented, based on formative precepts of evaluation, the historical-cultural approach and certain resources of action research. The results obtained were progressively favorable, which were evaluated by means of the cross-check of observers (triangulation of valuations) as criterion of validity.

revista ciencias pedagógicas e innovación

¿CÓMO PUEDE TRANSFORMARSE VERDADERAMENTE LA EVALUACIÓN DEL APRENDIZAJE PRACTICADA POR LOS PROFESORES? UNA EXPERIENCIA PEDAGÓGICA POR LA MEJORA DEL PROFESORADO