Percepción estudiantil de la evaluación formativa

Abstract

Formative assessment is a strategy that strengthens teaching and learning processes in upper secondary education. The objective of this study was to analyze students’ perceptions of the implementation of formative assessment methodologies and instruments in the Curricular Learning Unit (UAC) Mathematical Thinking I of the Technological High School system in the State of Mexico. The research was conducted using a quantitative and experimental approach, employing a Likert-type questionnaire validated through reliability and statistical validity tests. The results reveal a favorable perception of formative assessment, highlighting feedback, clarity of assessment criteria, self-assessment, and peer assessment as elements that support learning. Likewise, students consider that this model provides fairer grading and promotes greater awareness of their academic performance. However, areas for improvement were identified, particularly regarding the complexity of grading processes. It is concluded that formative assessment represents a relevant alternative for strengthening mathematical learning at the upper secondary level and contributes to the fulfillment of the principles of La Nueva Escuela Mexicana.