Resumo

LUJAN MENESES, Rosa Alina  e  BEJARANO ALVAREZ, Patricia Mónica. Formative Evaluation Strategies: A Systematic Review. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.1033-1046.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.781.

Formative evaluation is a systematic and ongoing process. In the post-pandemic context by COVID-19, this has been compromised, especially, by the approaches that have been developed after the health crisis. In this sense, the study aimed to analyze the formative evaluation strategies applied by university teachers during the period 2018-2022. For this purpose, a systematic review was carried out through databases such as ScienceDirect (Scopus), Research4life, Springer Link of English language documents on formative evaluation strategies. The initial search yielded an overall number of 845 articles, between the years 2018-2022, however, those studies related to the topic itself were taken, resulting in a total of 24 articles. It is concluded that formative assessment strategies are necessary, as long as they manage to combine the efforts of both teachers and students.

Palavras-chave : Assessment; Formative assessment; Assessment strategies; Teachers; Postpandemic by COVID-19.

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