Feedback in formative learning assessment: from systematization to narration; [Feedback na avaliação formativa da aprendizagem: da sistematização à narração]

Fernández J.G.; Julca M.R.; Alata S.P.; Cutipa G.V. · Meta: Avaliacao (2024) · DOI: 10.22347/2175-2753v16i52.4387

Resumen

Feedback is essential in formative assessment, engaging students in the educational process and preparing them for enhanced learning. We examined teachers' and students' perceptions of feedback in formative assessment in articles published between 2018 and 2022 in databases such as SCOPUS, EBSCO, SCIELO, ERIC, and ALICIA. The results revealed positive ratings linked to improvements in educational outcomes, but at the same time different perceptions, finding them "unimportant" or of "little impact", highlighting the need for competent feedback in the implementation and management of these processes. Consequently, we, the investigators, are faced with a different concept of evaluation, in which feedback leads the educational process and fully involves the student.

Instituciones: Universidad Nacional de la Amazonía Peruana; Universidad César Vallejo