Una mirada global a la evaluación formativa
A global view at formative assessmentBarra lateral del artículo
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Este estudio llevó a cabo una revisión sistemática de artículos científicos sobre evaluación formativa entre 2018 y 2021, explorando contextos locales e internacionales. La metodología aplicada implicó el análisis de 45 artículos de Scopus y Scielo, utilizando criterios como año de publicación y área de asignatura. Se emplearon palabras clave y se excluyeron duplicidades mediante el diagrama de flujo PRISMA. Los resultados revelaron una distribución de 21 artículos de Scielo y 24 de Scopus, abordando temas que van desde la formación docente hasta la tecnología en la evaluación educativa, con una diversidad geográfica que refleja un interés global. El análisis de los artículos identificó temas recurrentes, como la autorregulación del aprendizaje y el papel de la tecnología en la retroalimentación formativa. La variabilidad en la audiencia objetivo, desde estudiantes hasta profesionales de la salud, resalta la aplicabilidad de la evaluación formativa en diversos niveles educativos y disciplinas. En conclusión, esta revisión sistemática ofrece una visión integral de la evaluación formativa, destacando su relevancia global y diversidad metodológica, proporcionando así una valiosa base de conocimientos para mejorar prácticas educativas y orientar futuras investigaciones en este campo en constante evolución.
This study conducted a systematic review of scientific articles on formative assessment between 2018 and 2021, exploring local and international contexts. The methodology applied involved the analysis of 45 articles from Scopus and Scielo, using criteria such as year of publication and subject area. Keywords were used and duplicities were excluded using the PRISMA flow chart. The results revealed a distribution of 21 articles from Scielo and 24 from Scopus, addressing topics ranging from teacher training to technology in educational assessment, with a geographic diversity that reflects a global interest. Analysis of the articles identified recurring themes, such as self-regulation of learning and the role of technology in formative feedback. The variability in the target audience, from students to health professionals, highlights the applicability of formative assessment across diverse educational levels and disciplines. In conclusion, this systematic review offers a comprehensive overview of formative assessment, highlighting its global relevance and methodological diversity, thus providing a valuable knowledge base to improve educational practices and guide future research in this evolving field.
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