Reflexiones teóricas orientadas a la mejora educativa desde la innovación educativa y la evaluación formativa

Abstract

There is a wide range of conceptualizations of educational innovation derived from societal changes and the state of the art; however, it is necessary to position our teaching in a definition that allows for a legitimate interest in improvement inside the classroom through the modification of the existing reality. This perspective implies a profound work in introspection and a constant inquiry about our actions to search for alternatives for change and the implementation of formative assessment processes that allow the identification of strategic objectives for teaching enhancement. This aspect makes educational innovation relevant in the social sciences. This analysis aims to reflect on a broader vision of educational innovation, where formative assessment makes a positive impact on teaching and learning, and in pedagogical renovation. In order to achieve that, theoretical perspectives that demonstrate how educational innovation and formative assessment need to be linked together are presented