Formative Assessment Strategies in Higher Education: Impact on the Right to Education and Knowledge Retention

Abstract

The right to education allows the construction of significant learning in the student through the implementation of a formative evaluation that involves improvements in academic quality and links all forms of learning in the classroom. Therefore, this article will explore how formative assessment strategies, how continuous feedback and self-assessments influence learning and knowledge retention in university students, with a special focus on the right to education; In this way, it aims to analyze the impact of the implementation of formative assessment strategies in higher education and on knowledge retention. In essence, the article deepens the right to education as a fundamental principle that allows the guarantee of knowledge for people and with it, access to social and cultural settings; In dialogue with this, formative evaluation is defined as a process of collecting and managing information to improve student learning. Thus, the methodology implemented is a documentary review in academic databases, so that recent studies are found that link data on the impact of formative evaluation on the right to education, which makes it possible to contribute significantly to the forms of learning in higher education. As a result, the importance of implementing a formative evaluation that allows students to connect with education and, through it, access information and academic knowledge valuable for life is discussed.