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The research's objective was to apply feedback strategies to strengthen formative evaluation in primary teachers. The methodology used was quantitative, with a pre-experimental design and a sample of 24 participants. The instrument used was a questionnaire validated by expert judgment, with a reliability of 0.953 in Cronbach's alpha. The results in the formative evaluation variable indicate that 12.5% of teachers are at a deficient level, while 70.8% are at a regular level. In conclusion, the feedback strategies program is significant, with a p-value less than 0.05, which implies a substantial change in the formative evaluation variable.
Alcas et al. (Fri,) studied this question.
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