Abstract

The objective of this work was to know the conceptions and strategies applied by the teaching staff of a subsidized private school in the south-central zone of Chile in the process of formative evaluation during pandemic period for Covid-19. The data was collected during the second half of 2021. The methodology used had a quantitative, non-experimental cross-sectional approach with an exploratory descriptive scope. The results indicate that 89.4% of the sample identifies the objective of the formative evaluation correctly, however, the rest of the teachers have an erroneous conception about it. 97.9% indicate that students should be active participants in the formative assessment. It is concluded that, regarding formative evaluation, most teachers manage and identify the objective, however, there are teachers who do not have a correct conception of said evaluation.