La evaluación formativa como estímulo de motivación para mejorar el aprendizaje

Abstract

The purpose of this research was to highlight that at the Higher Secondary Level, the quality of the comprehensive educational process of students favors their academic performance and reduces failure and school dropout. Currently, encouraging students and managing socio-emotional problems are emerging as essential elements. Formative assessment could play a determining role in facing these challenges and raising academic performance. A documentary-type investigation was carried out using the conceptual mapping methodology proposed by Tobón, which consists of visually presenting and organizing concepts, ideas, and relationships between them, based on eight axes, which are: notion, categorization, characterization, differentiation, division or applications, linking, methodology and exemplification. As important results, it was highlighted that formative evaluation has proven to contribute significantly to the improvement of students' academic performance; encouraging active participation of students in their own learning and that teachers can use formative assessment to adjust and adapt their teaching according to the specific needs of students. Concluding that formative assessment involves the collection of data on student performance with the purpose of understanding their progress, identifying areas of strength and weakness; may include a variety of methods, such as real-time feedback, regular formative assessments, classroom observations, and collaborative dialogues between teachers and students.