Resumen

BIZARRO FLORES, Wilfredo Hernán; PAUCAR MIRANDA, Pilar Julia  y  CHAMBI-MESCCO, Edith. Formative assessment: a systematic review studies in the classroom. Horizontes Rev. Inv. Cs. Edu. [online]. 2021, vol.5, n.19, pp.872-891.  Epub 30-Sep-2021. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v5i19.244.

The objective of this article was to analyze the formative evaluation through a systematic review of studies developed in the classroom, produced in the last five years, the Scopus, Sciencedirect and Scielo databases were taken. The documentary study was based on the selection of scientific articles referring to the application of classroom evaluation by teachers and researchers, from the initial level of basic education to university higher education. It was found that formative evaluation is one of the very valuable strategies when developing competencies, integrates the pedagogical process through permanent teacher-student communication, and feedback is essential when evaluating. It is concluded that it promotes the integral development of the student; it causes trust, generates autonomy, promotes self-evaluation and co-evaluation, is participatory and, above all, produces an improvement in student learning levels.

Palabras clave : Formative Evaluation; Classroom; Learning; Feedback; Systematic Review.

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