Management of formative assessment and feedback

Abstract

Introduction. This article shows a descriptive bibliographic review regarding the management of formative evaluation and feedback in the teaching-learning process of basic education, aspects that are very necessary in the current context of pedagogical renewal towards a reflective and evaluative evaluation. Objective. This review seeks to identify and analyze the information published in the main databases through empirical or original scientific articles on the management of formative assessment and feedback, contrasting and systematizing relevant information on the role they play in improving learning from the students. Materials and methods. 54 articles published in the periods 2017-2021 were reviewed, it was carried out under a documentary analysis methodology with a qualitative perspective, indexed journals were considered to guarantee the validity and reliability of the findings. Results. It was found that before the arrival of the COVID 19 pandemic, publications on formative assessment and feedback in basic education were scarce, increasing markedly in the years 2020 and 2021. Conclusion. Formative assessment and feedback are determining factors in student learning and studies published in recent years corroborate this.