Abstract
This research addressed the issue of the effectiveness of formative assessment in the teaching and learning process, with the aim of analyzing how this practice impacts student motivation and performance. The methodology used was a bibliographic review, in which articles, books and academic documents on the subject were examined. The results indicated that formative assessment, when applied appropriately, promoted significant learning, allowing students to become autonomous and engaged in their educational trajectories. In addition, the analysis revealed that educators' resistance and the lack of continuous training were barriers to the implementation of formative assessment. It was observed that teacher training and the use of digital technologies facilitated the application of this approach, providing dynamic monitoring of learning. The final considerations emphasized the importance of teacher training and the integration of technological tools in assessment practices. The research concluded that formative assessment is a strategy that contributes to improving the quality of education. However, the need for future research to deepen the discussion on formative assessment in different educational contexts was highlighted.
Published Version
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