Evaluación formativa como motor del aprendizaje significativo en EBR: Revisión Sistemática
Formative Assessment as a Driver of Meaningful Learning in Basic Education: A Systematic ReviewBarra lateral del artículo
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Contexto: La evaluación formativa ha evolucionado de instrumento certificador a eje del acompañamiento pedagógico, aunque persiste una brecha entre su fundamentación teórica y su implementación efectiva en contextos de educación básica con diversidad cultural y limitaciones estructurales. Objetivo: Identificar, a través de una revisión sistemática bajo criterios PRISMA, las prácticas de evaluación formativa asociadas al desarrollo del aprendizaje significativo en educación básica, y contrastar dichas prácticas con las necesidades formativas documentadas en regiones como Pucallpa. Metodología: Se realizó una revisión sistemática cualitativa bajo lineamientos PRISMA, analizando 57 estudios indexados en Scopus, SciELO y otras bases (2013-2024) mediante análisis temático-inductivo para identificar patrones sobre retroalimentación, autorregulación y construcción de aprendizajes profundos. Resultados: La retroalimentación personalizada y procesual potencia representaciones mentales y autonomía cognitiva. Rúbricas y portafolios digitales clarifican expectativas y fomentan metacognición. Sin embargo, en contextos como Pucallpa persiste retroalimentación meramente correctiva por insuficiente formación docente y cultura escolar centrada en medición cuantitativa. Conclusión: La evaluación formativa transforma el aprendizaje cuando es procesual y dialógica. Superar su implementación superficial requiere formación docente situada y transformación cultural institucional.
Background: Formative assessment has evolved from a certifying instrument to a cornerstone of pedagogical support, although a gap persists between its theoretical foundation and its effective implementation in basic education contexts characterized by cultural diversity and structural limitations. Objective: To identify, through a systematic review under PRISMA guidelines, the formative assessment practices associated with the development of meaningful learning in basic education, and to contrast these practices with the documented training needs in regions such as Pucallpa. Methodology: A qualitative systematic review was conducted following PRISMA guidelines, analyzing 57 studies indexed in Scopus, SciELO, and other databases (2013-2024) through thematic-inductive analysis to identify patterns related to feedback, self-regulation, and the construction of deep learning. Results: Personalized and process-oriented feedback enhances mental representations and cognitive autonomy. Rubrics and digital portfolios clarify expectations and foster metacognition. However, in contexts such as Pucallpa, merely corrective feedback persists due to insufficient teacher training and a school culture focused on quantitative measurement. Conclusion: Formative assessment transforms learning when it is process-oriented and dialogic. Overcoming its superficial implementation requires situated teacher training and institutional cultural transformation.
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