Introduction:

for some years there has been a growing interest in formative evaluation, the empowerment of its concepts and the different strategies for its application; however, the roles that the teacher must fulfill in its application are fundamental to achieve effectiveness, and they continue to be the subject of different opinions.

Objective:

to identify some roles of the teacher in the implementation of formative assessment to improve learning.

Methods:

a systematic review of the bibliography was carried out to develop a critical-reflective analysis of the content of documents; doctoral theses, master's degrees, original, review and editorial articles published from 2010 to 2019 in Spanish were taken into account. The search was carried out in the SciELO and Google Academic databases from September to December 2019; the keywords used were: "educational evaluation", "evaluation processes" and "teaching role". After the identification of the preselected studies, the titles, abstracts and keywords were read to check their relevance to the study.

Results:

the review of the different documents indicated allowed identifying five roles of the teacher in the implementation of the formative evaluation: planning the evaluation processes, socializing the evaluation, analyzing the evidence, providing feedback and readjusting the praxis, which were methodologically argued.

Conclusions:

although the success of the formative assessment depends on the personal components of the educational teaching process, it does correspond to the teacher to fulfill certain roles to ensure its effectiveness.

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