Learning from Feedback: The Role of Formative Assessment in Academic Achievement in the Sixth Grade of Primary Education
DOI:
https://doi.org/10.62697/rmiie.v5i3.387Keywords:
Formative assessment, continuous process, feedback, teacher learning, assessment techniques and instrumentsAbstract
Formative assessment has become a fundamental pedagogical strategy for strengthening teaching and learning processes by conceiving assessment as a continuous, systematic process aimed at the ongoing improvement of student performance. In this context, feedback constitutes an essential component, as it provides timely and meaningful information that enables students to recognize their progress, identify difficulties, and develop strategies to enhance their learning. The objective of this article was to analyze formative assessment and feedback as pedagogical tools for promoting learning and academic achievement among sixth-grade primary school students. The study was conducted using a qualitative approach, supported by a descriptive and analytical documentary review of specialized scientific literature on formative assessment, feedback, and self-regulated learning. The findings reveal that the systematic implementation of formative assessment practices fosters the development of cognitive, metacognitive, and socio-emotional competencies, strengthens autonomy, increases motivation, and encourages more active student participation in the learning process. Furthermore, effective feedback was found to contribute significantly to improved academic performance, the consolidation of meaningful learning, and the creation of more inclusive and participatory educational environments. It is concluded that formative assessment and feedback represent essential strategies for transforming educational practices, promoting self-regulated learning, and strengthening the holistic development of students in primary education.
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