Description

This article, the result of a profound documentary review and a first experience of self-observation of the evaluative practice itself, seeks to encourage teachers to go over and over again on this important responsibility inherent to their profession as professional educators, since the evaluation has high incidence in the educational quality and in the learning of the students. On this occasion, the reflection focuses on the ethical-moral basis of evaluation, which demands that the teacher increasingly understand their episteme, size their state of the issue and re-think this practice in the light of personal reflection, the social and institutional demands, the demands of theories and pedagogical models in force, among others.