Formative Assessment Strategy for Effective Feedback in 8th Grade Social Studies

Abstract

Introduction: This research focused on designing a formative assessment strategy to im-prove effective feedback and meaningful learning in eighth-grade Social Studies, addressing the need to transform traditional assessment practices at the "Dolores Veintimilla de Galin-do" Educational Unit. Materials and methods: A mixed-methods approach with a descrip-tive method was used, applying three questionnaires to a purposive sample of 40 students, 6 teachers of the subject, and 5 experts in education and technology. The instruments were validated using Cronbach's alpha, and the designed strategy underwent an expert review process. Results: Teachers perceived time constraints, low student participation in peer and self-assessment, and insufficient institutional resources. Students reported not clearly un-derstanding the expectations for assignments, not perceiving feedback as useful for improving their learning, feeling that their opinions were not considered in the assessment, and exhibiting low post-assessment motivation. These findings highlighted clear needs in terms of clarity of criteria, effective feedback, and active participation. Discussion: The designed strategy, structured in three stages—pedagogical design, dynamic implementation, and consolidation—integrates activities such as rubric cocreation, nurturing feedback workshops, historical inquiry projects, narrative portfolios, and the use of educational technologies. It was validated at an "Excellent" level by experts, consistently achieving high scores in feasi-bility, curricular coherence, applicability, and alignment with contemporary best pedagogical practices. Conclusions: The strategy is found to be highly viable and applicable. However, the importance of addressing contextual challenges and institutional specificities to ensure successful implementation is recognized, transforming assessment into a continuous and reflective process that fosters self-regulation and critical thinking in students.