Navarro GJC, Vivar RE

Language: Spanish
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ABSTRACT

The methodological work line of the Latin American School of Medicine since 2015-2016 academic year is the Formative Evaluation. The direction offices and departments have arranged a system of methodological activities for the preparation of teachers in function of the fulfillment of them. In the Department of Mathematics the theoretical-methodological premises for the participation of the students as subjects of the evaluation were analyzed, nevertheless it became necessary to take these premises to the school practice, the problem then is, how to develop the Formative Evaluation in the Classes of the Mathematics of the Premedical Course? The objective of this work is to show a methodological alternative to develop the Formative Evaluation in Mathematics classes of the Premedical Course. A bibliographical review was carried out to determine the theoretical and methodological precepts to be taken into account for the design of the alternative, it was applied in the 2015-2016 academic year to a group of Premedical students and descriptive statistics were used to compare the results obtained. A methodological alternative is developed for the Formative Evaluation in the classes of the Mathematics subject that contributes to develop strategies of control and self-regulation of the students, with their active participation in the process of evaluation and self-evaluation, to correct, to regulate, to improve and to produce learning and improvement of the teaching process during its own development, which can be used in any other subject or discipline.