Formative evaluation: a look from its various strategies in regular basic education

Abstract

The evaluation from its multiple models starts from being an essential component in any teaching process. This article aimed to carry out a review on the state of the art of formative assessment with a view from its various strategies in regular basic education in students of regular basic education. A documentary review was carried out in the Scopus, Web of Science, Scielo and Redalyc databases, using selection and exclusion criteria. It was found that formative assessment strategies should be used to enrich the development of teaching-learning. It was concluded that formative evaluation strategies are the starting point to strengthen student learning, in this way it was found that cooperative work encourages unity in the classroom; at the same time, the students share information about the activity they are doing, creating an atmosphere of peace and tranquility in the classroom. The student is the center of the formative and shared evaluation process, showing that self-evaluation and peer evaluation strengthens the development of their abilities and skills.

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

“…Another relevant aspect is the personalization of learning. Formative assessment allows teachers to identify the specific needs of each student, adapting their pedagogical strategies to maximize learning (Torres et al, 2021). Students, in turn, benefit from an educational approach that respects their individual rhythms and learning styles.…”

La evaluación formativa en el desempeño docente Universitario: Revisión sistemática de literatura

“…Así mismo haciendo una comparación de enfoque de investigación presenta variadas formas de investigación siendo más predominante el carácter cualitativo y en el nivel de investigación el descriptivo. Lo satisfactorio y novedoso de la evaluación formativa viene pegando con gran impacto hacia el cambio el uso de la misma, dejando atrás la evaluación tradicional, hacia una evaluación de proceso, continuo, durante todo el proceso de enseñanza -aprendizaje y con múltiples dimensiones por ser una herramienta principal (Torres 2020) Finalmente Arribas (2017) menciona que se encontró preguntas recurrentes que varios autores coinciden en plantear estas preguntas o problemas en la evaluación, entre ellas tenemos ¿que se evalúa?, ¿Cómo se evalúa?, para que se evalúa?, con que se evalúa?, ¿Quién evalúa? Y otras incógnitas que han ido planteando a su vez proponiendo alternativas de solución.…”