An Approach from Formative to Constructive Evaluation through an Autonomous Learning Process
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Abstract
The present text seeks to encourage a reflection around the meaning and possibilities of the evaluation of learning from a formative view and to focus on the aim to move towards a constructive evaluation that responds to the necessities of our students. This implies a continuous process that could be a fundamental source to get teachers aware of their role as a guide and, most importantly, help students make relevant decisions to achieve meaningful English learning through autonomy, a main element of constructive evaluation.
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