Theoretical Conceptions about Formative Assessment as a Teaching Tool to Transform Educational Quality

Abstract

This article presents a bibliographic review on formative assessment and its impact on teaching practice. The quantitative research was carried out by professors from the Popular University of Cesar who have been employed in teaching roles. The objective of this study is to investigate the inclusion of training strategies in secondary education with the aim of improving student learning and teaching. It can be argued that the primary purpose of assessment is to facilitate the interpretation of learning and teaching. In essence, the objective is to identify strategies that facilitate student advancement, not merely in overcoming immediate challenges, but also in aligning their progress with the defined objectives set forth by the relevant laws, decrees, and subject-specific adjustments. This endeavor necessitates a focused effort to enhance the effectiveness of the subject's actions. The former is oriented towards an increasingly reflective, autonomous, and critical activity in the face of each of the possible actions that are presented to it.