Evaluation activities in training processes linked to Decree 67 and Adult Education: analysis of teachers

Abstract

This contribution presents an analysis of the evaluation strategies that are prone to formative processes, such as traditional ones, used by teachers in the classroom, within Youth and Adult Education. By means of a survey to teachers of an establishment belonging to the Y&AE modality; the sample is made up of 64 teachers working in this modality, 4 categories of analysis have been established, which belong to formative evaluation and decree 67. The results identified, allow us to identify elements such as; more than 50% use formative activities, where the most used are: rubrics (85%), checklist (83%) and class participation (78%), as well as the least used we identified; colloquiums (31%), experiments (37.5%).