Formative evaluation. A systematic review: concepts, self-regulation and online education
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Abstract
The evaluation by competences is the axis on which the educational process revolves today. Therefore, it is essential to know its development during the last year characterized by the sudden and global change in the educational modality. The objective of the study is to analyze updated information about the Formative Assessment that allows a better knowledge and analysis of this educational process. The present work is a systematic review of the articles on Formative Assessment, structured in three sections: the basic concepts and aspects; self-regulation of learning; and online education. The results describe the findings in the studies published in 2020 and 2021 on the Scopus and Scielo platforms, looking for coincidences and central ideas that delve into the subject matter. Among the main conclusions is that formative assessment involves students and teachers in the educational process, allowing the reorientation of strategies based on learning needs. Another finding is the implication of formative evaluation in students' self-regulation, through feedback, self-evaluation, analysis and awareness of their own learning. Likewise, it was found that online education does not impede the development of formative evaluation activities, with digital tools being the ones that favor their execution.
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Flor María Galarza-Salazar, Universidad César Vallejo - Peru
I am a Primary Teacher with postgraduate studies as a Hearing and Language Specialist. I have a Master's Degree in Educational Psychology. Currently, I am in the VI cycle of Doctorate in Education.My professional experience is within the educational field in regular basic. At this time I am in charge of the Primary Subdirectorate, I.E Virgen del Morro Solar, Lima,Peru.
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