Formative assessment in the learning outcomes of upper basic education students

Abstract

Introduction: This study analyzes the impact of formative assessment (FA) on the learning outcomes of upper elementary (8th-10th grade) students at the "Cinco de Mayo" Educational Unit (Ecuador), given the need to improve teaching and learning processes. Although the Ecuadorian curriculum promotes FA, its implementation is limited by the predominance of summative assessments, a lack of teacher training, curriculum overload, and resistance to change. Materials and methods: A mixed-methods approach (qualitative-quantitative) with a descriptive and analytical design was used. Data collection included surveys of 98 students and semi-structured interviews with 8 teachers of core subjects, using purposive non-probability sampling. Results: The findings reveal that FA, through strategies such as feedback, rubrics, teamwork, and gamification, has a positive impact on learning, reflected in a high level of conceptual mastery (97.6% in science) and socio-emotional skills. However, its application is fragmented. Discussion: The effectiveness of formative assessment is confirmed, aligning with the literature, but barriers are identified, such as large class sizes, insufficient time for personalized feedback, a lack of technological resources, and an institutional culture focused on grades. Formative assessment is more impactful when it is integrated systemically. Conclusions: Formative assessment transforms learning when it is adopted as a comprehensive educational philosophy and not as an isolated practice. Continuous teacher training, curricular integration of formative assessment, reduced student-teacher ratios, and policies that prioritize feedback over grades are recommended.