Holistic evaluation is a type of globalizing and inclusive evaluation, which takes into account the subject and his learning process in a general way, that is, with all his motor, affective and psychosocial capacities. This evaluation does not address only intellectual aspects. This is how the student should be valued, at least during the first stages of teaching that are very important. This type of evaluation is based on the global effect that it has, on the capacities of the students as a whole and not on the individual evaluation of each one of them.
At the time of executing a holistic assessment must exist between students and teachers one open communication, where the teacher knows the daily work of their students, their ability to listen, their solidarity with their peers, their ability to give solution to the problems that arise, his eagerness to improve, based on his previous ideas and that the teacher should try to know.
This is why holistic evaluation is important to be applied during the primary school stage, where the teacher spends most of the time with the students, compared to those teachers who only have one subject, or specific area in charge, just spending a little time with his students.
Holistic assessment methods arise from the hypothesis that the whole, in general, is different from the sum of its parts and that an experienced teacher reaches a full understanding of the work without calculating the recurrence of specific errors and aspects individual.
