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The historical analysis on the new trend of managing formative evaluation in Higher Education teachers in Ecuador is not clear, so it constitutes an attractive study problem. The research article is part of the initial chapter of the doctoral thesis of the main author, in which the main stages, trends and characteristics of the historical evolution of the management of the formative evaluation of teachers are revealed. A descriptive study of a qualitative nature was carried out between January 2020 and January 2022 for the historical-reflexive analysis of the management of formative evaluation at the National University. that of Education (UNAE) in Ecuador. In this direction, the historical-logical analysis is developed in three stages to reveal, through the analytical-synthetic and inductive-deductive methods, the relevant aspects of the history of the process in the Ecuadorian context. The results of the historical-logical analysis come to define the main stages and their characteristics in the evolution of the process, thereby delimiting the most significant aspects in the origin and evolution of the theoretical deficiencies in the management of formative evaluation that motivate the doctoral study. In conclusions, the existence of a theoretical-practical inconsistency is declared that makes it impossible to apply the process from its current conception, with the inoperability in its management for UNAE teachers.
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