Formative assessment: a challenge for teachers in distance education

Abstract

The purpose of this article is to carry out a review and critical analysis of the most relevant bibliography on formative evaluation in education and its implications. In this distance context, due to the state of health emergency, based on the problematic that means to evaluate currently in all the educational level; and the limitations faced daily by the teaching process in the classroom and now that it is provided in virtual educational spaces, the problem is aggravated considering inconsistencies in the management of the theories on evaluation, which is intended to be updated with respect to formative evaluation and feedback to improve learning outcomes. In the first part of this article, a theoretical vision of formative assessment and its importance for the current educational process is provided. In the second part, the limitations of the application of formative assessment in distance education and its implications for the development of learning are analyzed, including the most important elements that account for the scope of learning assessment. Then, the methodology used is considered, which focused on the documentary research of scientific articles of the last 6 years in indexed journals. It is concluded how important it is to analyze the results of the systematic review and to develop a discussion among the most relevant information of the considered bibliography. Finally, conclusions are drawn based on the development of the research.

Keywords: formative evaluation; distance context; feedback.