Formative Assessment as a Strategy for Strengthening Meaningful Learning and Academic Performance

Abstract

Formative assessment constitutes a relevant pedagogical strategy for continuously supporting the construction of learning and strengthening academic performance. Its application moves beyond an approach centred exclusively on final grades by incorporating monitoring, feedback, self-assessment and peer assessment processes that facilitate the identification of difficulties and opportunities for improvement. The analysis aimed to examine academic and documentary contributions concerning formative assessment, considering its characteristics, feedback mechanisms, assessment approaches and contributions to the progressive development of learning. A qualitative approach with a descriptive scope and documentary orientation was employed, following the PRISMA 2020 guidelines to organise the review process and the selection of relevant sources. The contributions identified showed that formative assessment promotes understanding, self-regulation and active student participation, particularly through clear criteria, diversified activities and improvement-oriented feedback. Likewise, self-assessment and peer assessment strengthened reflection on performance and decision-making throughout the learning process. The integration of these components supported deeper learning, knowledge transfer and more favourable conditions for academic development, highlighting the need to integrate assessment with teaching and learning processes in order to progressively enhance student performance.