Introduction:

The impact of training human resources on health is one of the indicators that are measured in terms of establishing quality standards at national and international level. Formative evaluation is an elementary tool for curricular improvement plans.

Objective:

To identify the foundations that support the process of pedagogical professional performance of professor in the area of formative evaluation.

Methods:

A qualitative development research was carried out in “Victoria de Girón” School of Sciences, during the academic year 2017-2018. The theoretical methods used were the logical-historical, the functional-structural-systemic, systematization, and modeling. The empirical methods used were documentary review and criteria of experts.

Results:

Transformation is fostered at the levels of professionalization of professors, concerning the development achieved from their ways of performance, while the teaching-educational actions are integrated for a formative evaluation, promoting decision-making and the development of students.

Conclusions:

The foundations that support the process of improvement of pedagogical professional performance of professors in the area of formative evaluation were identified. This is supported by the theory of advanced education and the theory of evaluation for the link of the functions inherent in formative evaluation.

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