Innovation in formative assessment: enhancing the development of critical thinking and meaningful learning in higher education

Abstract

This literature review article explores innovation in formative assessment as a strategy to enhance the development of critical thinking and meaningful learning in Latin American higher education. Analyzing recent studies, evidence shows that formative assessment, focused on continuous feedback and student support, promotes active knowledge construction and the acquisition of higher cognitive skills. Advances in integrating digital technologies facilitate more personalized and flexible assessment processes, although challenges such as insufficient teacher training and the need for clear institutional policies remain. The review concludes that formative assessment is a key element to improve educational quality and foster a culture of autonomous and critical learning. Finally, recommendations are proposed to strengthen teacher training, promote the use of appropriate technologies, and design educational policies that encourage student-centered pedagogical innovation. This work contributes to the reflection on assessment practices in higher education and their impact on students’ comprehensive development