Formative evaluation: systematic review, concepts, self-regulation and online education
Array
Keywords:
feedback, formative evaluation, self-regulation, virtual educationAbstract
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 article presented below 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.
References
1. Anijovich, R. (2017). La evaluación formativa en la enseñanza superior. Voces de La Educación, 2(3). https://doi.org/10.5281/zenodo.3524371
2. Bores, D., Hortigüela, D., Hernando, A., & González, G. (2020). Analysis of student motivation towards body expression through the use of formative and share assessment. Retos, 2041(40), 198–208. https://doi.org/10.47197/RETOS.V1I40.83025
3. Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction intervention: Student engagement, outcomes, and perceptions. International Journal of Distance Education Technologies, 19(1), 50–65. https://doi.org/10.4018/IJDET.20210101.oa1
4. Cosi, S., Voltas, N., Lázaro-Cantabrana, J. L., Morales, P., Calvo, M., Molina, S., & Quiroga, M. Á. (2020). Formative assessment at university using digital technology tools. Profesorado, 24(1), 164–183. https://doi.org/10.30827/profesorado.v24i1.9314
5. Díaz, M. (2018). The impact of feedback and formative evaluation on biosciences teaching-learning | Impacto de la retroalimentación y la evaluación formativa en la enseñanza-aprendizaje de biociencias. Revista Cubana de Educacion Medica Superior, 32(3), 147–156. https://doi.org/ISSN 1561-2902
6. Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(November 2020), 100955. https://doi.org/10.1016/j.stueduc.2020.100955
7. Harada, A. S. (2020). Avaliação formativa: o portfólio como instrumento de avaliação para o desenvolvimento do aprendizado reflexivo. Revista Meta. http://dx.doi.org/10.22347/2175-2753v12i37.2880
8. Hernández Rivero, V. M., Santana Bonilla, P. J., & Sosa Alonso, J. J. (2021). Feedback y autorregulación del aprendizaje en educación superior. Revista de Investigación Educativa, 39(1), 227–248. https://doi.org/10.6018/rie.423341
9. Herrero-González, D., Manrique Arribas, J. C., & López-Pastor, V. M. (2021). Incidencia de la Formación Inicial y Permanente del Profesorado en la aplicación de la Evaluación Formativa y Compartida en Educación Física (Incidence of Pre-service and In-service Teacher Education in the application of Formative and Shared Assessment. Retos, 2041(41), 533–543. https://doi.org/10.47197/retos.v0i41.86090
10. Herrero González, D., López-Pastor, V. M., & Manrique Arribas, J. C. (2020). Formative and shared assessment in cooperative learning contexts in physical education in primary. Cultura, Ciencia y Deporte, 15(44), 213–222. https://doi.org/10.12800/ccd.v15i44.1463
11. Kweksilber, C., & Trías, D. (2020). Rúbrica de evaluación. Usos y aprendizajes en un grupo de docentes universitarios. Páginas de Educación, 13(2), 100–124. https://doi.org/10.22235/pe.v13i2.2234
12. Le, T., Pham, C., Nguyen, S., & Tran, T. (2021). The capacity of formative assessment in teaching mathematics in primary schools by students: Analytical results from 11 universities in Vietnam. Elementary Education Online, 20(1), 418–434. https://doi.org/10.17051/ilkonline.2021.01.038
13. López, V., & Sebastiani, E. (2018). ¿Por qué Hago Evaluación Formativa en Educación Física? Estudios Pedagógicos XLIV, N° 2, 21–38. http://dx.doi.org/10.4067/S0718-07052018000200021
14. Minedu. (2003). Ley General de Educación N° 28044. Sobre Educación, 1–36. http://www.minedu.gob.pe/p/ley_general_de_educacion_28044.pdf
15. Mjåtveit, A., & Giske, R. (2021). Formative assessment in Physical Education: An analysis of teaching and mentoring in preservice training practice. Acta Didactica Norge, 14(1), 1–23. https://doi.org/10.5617/adno.7910
16. Moreno, A. (2019). Aproximaciones epistemológicas de la evaluación educativa: entre el deber ser y lo relativo Epistemological approaches to educational evaluation: between must be and relativity. 27(27), 185–202. https://doi.org/10.14516/fde.636
17. Muñoz, M. (2020). Análisis de las prácticas declaradas de retroalimentación en Matemáticas, en el contexto de la evaluación, por docentes chilenos. Perspectiva Educacional, 59(2), 111–135. https://doi.org/10.4151/07189729-vol.59-iss.2-art.1062
18. Parno, A., & Yogihati, C. (2021). Development of ILAU based on PBL-STEM model with formative assessment as an opportunity to improve problem solving skills in heat and temperature topics. Journal of Physics: Conference Series, 1747(1). https://doi.org/10.1088/1742-6596/1747/1/012005
19. Romero, I., Gómez, P., & Pinzón, A. (2018). Compartir metas de aprendizaje como estrategia de evaluación formativa: Un caso con profesores de matemáticas. Perfiles Educativos, 40(162), 117–137. https://doi.org/10.22201/iisue.24486167e.2018.162.58632
20. Rosário, P., Pereira, A., Högemann, J., Nunes, A. R., Figueiredo, M., Núñez, J. C., Fuentes, S., & Gaeta, M. L. (2014). Autorregulación del aprendizaje: Una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13(2), 781–798. https://doi.org/10.11144/Javeriana.UPSY13-2.aars
21. Sagarika, R. H., Kandakatla, R., & Gulhane, A. (2021). Role of learning analytics to evaluate formative assessments: Using a data driven approach to inform changes in teaching practices. Journal of Engineering Education Transformations, 34(Special Issue), 550–556. https://doi.org/10.16920/jeet/2021/v34i0/157212
22. Segura, M. (2018). La función formativa de la evaluación en el trabajo escolar cotidiano. Revista Educación, 42, 118–137. https://doi.org/10.15517/revedu.v42i1.22743
23. Snekalatha, S., Marzuk, S. M., Meshram, S. A., Maheswari, K. U., Sugapriya, G., & Sivasharan, K. (2021). Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests. Advances in Physiology Education, 45(1), 84–88. https://doi.org/10.1152/advan.00178.2020
2. Bores, D., Hortigüela, D., Hernando, A., & González, G. (2020). Analysis of student motivation towards body expression through the use of formative and share assessment. Retos, 2041(40), 198–208. https://doi.org/10.47197/RETOS.V1I40.83025
3. Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction intervention: Student engagement, outcomes, and perceptions. International Journal of Distance Education Technologies, 19(1), 50–65. https://doi.org/10.4018/IJDET.20210101.oa1
4. Cosi, S., Voltas, N., Lázaro-Cantabrana, J. L., Morales, P., Calvo, M., Molina, S., & Quiroga, M. Á. (2020). Formative assessment at university using digital technology tools. Profesorado, 24(1), 164–183. https://doi.org/10.30827/profesorado.v24i1.9314
5. Díaz, M. (2018). The impact of feedback and formative evaluation on biosciences teaching-learning | Impacto de la retroalimentación y la evaluación formativa en la enseñanza-aprendizaje de biociencias. Revista Cubana de Educacion Medica Superior, 32(3), 147–156. https://doi.org/ISSN 1561-2902
6. Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(November 2020), 100955. https://doi.org/10.1016/j.stueduc.2020.100955
7. Harada, A. S. (2020). Avaliação formativa: o portfólio como instrumento de avaliação para o desenvolvimento do aprendizado reflexivo. Revista Meta. http://dx.doi.org/10.22347/2175-2753v12i37.2880
8. Hernández Rivero, V. M., Santana Bonilla, P. J., & Sosa Alonso, J. J. (2021). Feedback y autorregulación del aprendizaje en educación superior. Revista de Investigación Educativa, 39(1), 227–248. https://doi.org/10.6018/rie.423341
9. Herrero-González, D., Manrique Arribas, J. C., & López-Pastor, V. M. (2021). Incidencia de la Formación Inicial y Permanente del Profesorado en la aplicación de la Evaluación Formativa y Compartida en Educación Física (Incidence of Pre-service and In-service Teacher Education in the application of Formative and Shared Assessment. Retos, 2041(41), 533–543. https://doi.org/10.47197/retos.v0i41.86090
10. Herrero González, D., López-Pastor, V. M., & Manrique Arribas, J. C. (2020). Formative and shared assessment in cooperative learning contexts in physical education in primary. Cultura, Ciencia y Deporte, 15(44), 213–222. https://doi.org/10.12800/ccd.v15i44.1463
11. Kweksilber, C., & Trías, D. (2020). Rúbrica de evaluación. Usos y aprendizajes en un grupo de docentes universitarios. Páginas de Educación, 13(2), 100–124. https://doi.org/10.22235/pe.v13i2.2234
12. Le, T., Pham, C., Nguyen, S., & Tran, T. (2021). The capacity of formative assessment in teaching mathematics in primary schools by students: Analytical results from 11 universities in Vietnam. Elementary Education Online, 20(1), 418–434. https://doi.org/10.17051/ilkonline.2021.01.038
13. López, V., & Sebastiani, E. (2018). ¿Por qué Hago Evaluación Formativa en Educación Física? Estudios Pedagógicos XLIV, N° 2, 21–38. http://dx.doi.org/10.4067/S0718-07052018000200021
14. Minedu. (2003). Ley General de Educación N° 28044. Sobre Educación, 1–36. http://www.minedu.gob.pe/p/ley_general_de_educacion_28044.pdf
15. Mjåtveit, A., & Giske, R. (2021). Formative assessment in Physical Education: An analysis of teaching and mentoring in preservice training practice. Acta Didactica Norge, 14(1), 1–23. https://doi.org/10.5617/adno.7910
16. Moreno, A. (2019). Aproximaciones epistemológicas de la evaluación educativa: entre el deber ser y lo relativo Epistemological approaches to educational evaluation: between must be and relativity. 27(27), 185–202. https://doi.org/10.14516/fde.636
17. Muñoz, M. (2020). Análisis de las prácticas declaradas de retroalimentación en Matemáticas, en el contexto de la evaluación, por docentes chilenos. Perspectiva Educacional, 59(2), 111–135. https://doi.org/10.4151/07189729-vol.59-iss.2-art.1062
18. Parno, A., & Yogihati, C. (2021). Development of ILAU based on PBL-STEM model with formative assessment as an opportunity to improve problem solving skills in heat and temperature topics. Journal of Physics: Conference Series, 1747(1). https://doi.org/10.1088/1742-6596/1747/1/012005
19. Romero, I., Gómez, P., & Pinzón, A. (2018). Compartir metas de aprendizaje como estrategia de evaluación formativa: Un caso con profesores de matemáticas. Perfiles Educativos, 40(162), 117–137. https://doi.org/10.22201/iisue.24486167e.2018.162.58632
20. Rosário, P., Pereira, A., Högemann, J., Nunes, A. R., Figueiredo, M., Núñez, J. C., Fuentes, S., & Gaeta, M. L. (2014). Autorregulación del aprendizaje: Una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13(2), 781–798. https://doi.org/10.11144/Javeriana.UPSY13-2.aars
21. Sagarika, R. H., Kandakatla, R., & Gulhane, A. (2021). Role of learning analytics to evaluate formative assessments: Using a data driven approach to inform changes in teaching practices. Journal of Engineering Education Transformations, 34(Special Issue), 550–556. https://doi.org/10.16920/jeet/2021/v34i0/157212
22. Segura, M. (2018). La función formativa de la evaluación en el trabajo escolar cotidiano. Revista Educación, 42, 118–137. https://doi.org/10.15517/revedu.v42i1.22743
23. Snekalatha, S., Marzuk, S. M., Meshram, S. A., Maheswari, K. U., Sugapriya, G., & Sivasharan, K. (2021). Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests. Advances in Physiology Education, 45(1), 84–88. https://doi.org/10.1152/advan.00178.2020
Published
2021-05-18
How to Cite
(2021). Formative evaluation: systematic review, concepts, self-regulation and online education: Array. Maestro Y Sociedad, 18(2), 707–720. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5368
Issue
Section
Artículos
License
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 