Evaluación formativa en un contexto virtual: una revisión sistemática

Abstract

The objective of the research was to analyze the publications made regarding formative assessment in a virtual context. The method that was applied was a qualitative approach, systematic review, the methodology of the PRISMA diagram was developed, the Scopus, EBSCO, ProQuest, OneFile and Eric databases were used to search for scientific articles through the use of Boolean equations of which 108 were initially selected, finally reduced to 40. The findings allowed us to identify that formative assessment in the context of virtuality is an important process that allows both teachers and students to make readjustments in the teaching-learning process and to make decisions to improve learning. quality formative feedback, positive attitude towards evaluation and appropriate use of technological tools, including them as great allies. Among the conclusions are that formative assessment involves the development of various strategies that allow student learning; as well as feedback that helps to identify progress and aspects of improvement in learning; from self-evaluation and peer evaluation, interaction and self-confidence are allowed in students and finally, the use of technological tools makes it easier to carry out formative assessment virtually.