Description

The present article of subject revision promotes the approach to the construction of the theory of the practi-cal knowledge of the evaluation, from the application of an interview guide for groups and the reflexive workshop applied to primary school teachers. This refers to essential categories of analysis such as evaluation practices, assessment strategies and alternative assessment guidelines, as focus areas of interest within the research problem and subproblems drawn by the research group, considering that the true assessment of learning is not in the tests, but in the practical application of what has been learned; hence their relevance in the current circumstances.