<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000100334</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i32.727</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación formativa en la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative evaluation in education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação formativa em educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paucar]]></surname>
<given-names><![CDATA[Margot Nelida Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[Carlos Alberto Villafuerte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  Lima]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>32</numero>
<fpage>334</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000100334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio se enfoca en analizar la aplicación de la evaluación formativa en la educación, destacando su papel fundamental en adaptar la instrucción a los procesos de aprendizaje. La revisión sistemática, realizada según las pautas PRISMA entre 2017 y 2022, consideró bases de datos como Scielo, Dialnet, EBSCO, Google Scholar, Scopus, Redalyc.Org, y ProQuest. De las 24 fuentes seleccionadas tras criterios de inclusión y exclusión, se concluye que las actividades grupales y los focus group son estilos apropiados para fomentar el pensamiento crítico y reflexivo en los estudiantes. Se destaca la importancia de informar sobre las ventajas de estas prácticas, subrayando la necesidad de la participación activa de cada estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study focuses on analyzing the application of formative assessment in education, highlighting its fundamental role in adapting instruction to learning processes. The systematic review, conducted according to PRISMA guidelines between 2017 and 2022, considered databases such as Scielo, Dialnet, EBSCO, Google Scholar, Scopus, Redalyc.Org, and ProQuest. From the 24 sources selected after inclusion and exclusion criteria, it is concluded that group activities and focus groups are appropriate styles to foster critical and reflective thinking in students. The importance of informing about the advantages of these practices is emphasized, stressing the need for active participation of each student.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo se concentra na análise da aplicação da avaliação formativa na educação, destacando seu papel fundamental na adaptação da instrução aos processos de aprendizagem. A revisão sistemática, realizada de acordo com as diretrizes PRISMA entre 2017 e 2022, considerou bancos de dados como Scielo, Dialnet, EBSCO, Google Scholar, Scopus, Redalyc.Org e ProQuest. Das 24 fontes selecionadas após os critérios de inclusão e exclusão, conclui-se que as atividades em grupo e os grupos focais são estilos adequados para promover o pensamento crítico e reflexivo dos alunos. Destaca-se a importância de informar sobre as vantagens dessas práticas, ressaltando a necessidade da participação ativa de cada aluno.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[Retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[Educación virtual]]></kwd>
<kwd lng="es"><![CDATA[Adaptación]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[Virtual education]]></kwd>
<kwd lng="en"><![CDATA[Adaptation]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[Feedback]]></kwd>
<kwd lng="pt"><![CDATA[Educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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