Evaluación formativa para el logro de los aprendizajes: una revisión sistemática

Abstract

The aim of this article was to analyze the role of formative assessment in learning achievement. To this end, the PRISMA methodology was used in a systematic review of scientific literature. The inclusion criteria considered keywords in Spanish and English such as “formative evaluation” AND “learning,” and the Scopus and Scielo databases were consulted, prioritizing open-access articles published between 2020 and 2025. Publications prior to 2020, paid documents, books, and theses were excluded. The selection process yielded a total of 268 articles initially identified, of which 21 were finally analyzed (8 from Scopus and 13 from Scielo). The results show that formative assessment is becoming an essential component for promoting effective learning, surpassing its traditional conception as a mere grading tool. The urgency of strengthening it as a continuous tool for support and feedback that promotes the comprehensive development of students is highlighted. Likewise, students positively value well-designed curricular experiences that are capable of generating meaningful learning even in adverse contexts. For a more accurate assessment, the use of analytical rubrics and scales focused on the formative experience is recommended, which require clear didactic planning aligned with learning outcomes. Finally, methodologies such as cooperative learning and project-based learning, articulated with student-centered instruments, allow for effective integration between curriculum, teaching, and assessment.