Formative Assessment and Teacher Feedback for Improving Learning in General Basic Education

Abstract

Formative assessment provides information during the educational process to identify students’ progress, difficulties, and needs. Its usefulness goes beyond grading because it supports timely pedagogical decisions and adjustments in teaching. Teacher feedback complements this process by providing specific guidance to improve school learning. The objective of this study was to analyze the contributions of formative assessment and teacher feedback to improving learning in General Basic Education, considering their foundations, pedagogical processes, student participation, implementation conditions, and main limitations. A non-systematic narrative literature review of relevant scientific literature was conducted, organized through a documentary matrix and thematic analysis. The analysis showed that formative assessment integrates evidence, interpretation, and pedagogical decisions, while feedback requires clarity, specificity, and opportunities for action. Self-assessment, criteria, and student participation strengthen self-regulation and support learning improvement. It was concluded that formative assessment contributes to learning when the information obtained leads to timely decisions and allows students to review, correct, and progressively adjust their performance in a responsible manner.