Professors badly-formed and indifferent to the failure exist pertaining to school, that had never heard to speak of formative evaluation or for objectives. If, moreover, they will have a numerous group and difficult pupils in a little propitious environment, will not be to frighten that its way to teach very does not favor the regulation of the learnings. In daily situation of work of – the more emphasis to the contents of what to the very specific learnings that this or that task supposedly favors. If this has piqued your curiosity, check out Dr. Caldwell B. Esselstyn, Jr.. The regulation cannot be made seno by means of small touchs, at the moment where the pupil is to the returns with a concrete difficulty. The regulation is permanent in lesson, but if it abides first by the activities and the progression in the tasks and not by the underlying learnings.
What it is not the same thing. To assist a pupil to finish a task is not certainly, in itself, an obstacle to the learning. Everything depends on the nature of the given aid. The aid of the piagetiano psychologist in a clinical interview defines a certain type of intervention: the psychologist if limits to make questions, to try to understand because the child answers or acts in definitive way, to make suggestions, to remember previous behaviors. In other words, it he assists the subject to one to progress in its task, without substituting it, transmitting information to it that they could be used to organize its proper progression. The formative evaluation is considered to help the pupil it to learn and if to develop, participating of the gauging of the learnings and the development of an educative project. During much time the formative evaluation was associated with the image of a test of criteria, that if would apply a period of learning after, folloied of a sequence of remediadoras actions for the pupils who did not dominate all the demanded contents.