Perspectives of Formative Assessment in Learning: A Systematic Review

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Juan Antonio Guevara-Fernández, Rosa Genoveva Carranza-Dávila, Ricardo Nacor Ríos-Lozada, Jorge Genaro Ramirez-Delgado, Bertila Hernández-Fernández


The purpose of this article is to analyze the different academic contributions regarding the perspectives of students and teachers on formative evaluation as an educational process that has become a challenge in current education, due to the positive implications that it represents in the teaching-learning process for students. students and teachers. Today, the understanding and adequate implementation of the curriculum within the competency-based approach is essential, and this is the reason why the educational systems of many countries have assumed the task of adapting their curricula in this direction; in this sense, the implementation of a pertinent evaluation system is sustained to guarantee the competence development in the students. In this work, a systematic review methodology was used at the descriptive level, through the PRISMA Declaration methodology, based on intentional searches of databases such as EBSCO and Scopus. The data presented is based on the analysis of seventeen scientific articles whose presentation is in English and Spanish, selected by applying criteria for eligibility and inclusion.

It was concluded that the perspectives on formative evaluation are diverse, but the evidence of better educational achievements and greater impact of this type of evacuation on both teachers and students predominate. It is important to continue strengthening the processes for educational evaluation from a formative approach, to promote the development of skills in students at all levels and modalities of the educational service, and although the teaching-learning process is not synthesized only in the evaluation process It is a fundamental element to achieve the expected learning in our students.

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