Modelo de retroalimentación formativa integrada

The objective of this study is to propose a model of Integrated Formative Feedback. Among the main methods used, the analysis-synthesis and historical-logical methods were used to explore the main epistemological trends and tendencies of formative evaluation; the Holistic-Dialectical Method for the design of the model and the generalization-abstraction method to reveal its essential relationships and regularity. The results allow us to ascertain a model with two dimensions: (1) Re-flective Strategic Feedback dimension, containing the configurations: Feed Up Recognition, Feed Back Understanding, Feed Forward Orientation, and (2) Operational Praxeological Feedback dimension, containing the configurations: Self-ma-nagement of Self-Evaluative Feedback, Instrumentation of Hetero-Evaluative Feedback and Application of Co-Evaluative Feedback, expressing the configuration of “Meta-Evaluative Feedback” as a process synthesis of the two dimensions. It is concluded by presenting as essential relations that the projection of the Integrated Formative Feedback is dynamized from processes of meta-reflection of the educational actors, and its concretion is sustained in a dialogic-experiential evaluative praxis, revealing then as regularity the meta-regulated character of the development of the Integrated Formative Feedback, as an expression of the dynamic link of its tactical construction in the teaching-learning process.