Formative Assessment in Higher Education: Approaches, Challenges, and Best Practices
Keywords:
formative assessment, higher education, feedback, best practices, meaningful learningAbstract
Formative assessment has become a fundamental pedagogical tool for improving learning in higher education. This article presents a literature review that explores approaches, challenges, and best practices related to its implementation in university settings. Through the analysis of recent studies, effective strategies such as continuous feedback, self-assessment, and peer assessment are identified. It also highlights common obstacles, including faculty resistance, limited pedagogical training, and institutional constraints. Findings suggest that formative assessment, when applied intentionally, flexibly, and adapted to student needs, can foster autonomy, critical reflection, and deeper learning. However, its success depends on an academic environment committed to faculty development and the systematic support of the educational process. Finally, the article offers recommendations for teachers and educational institutions, aimed at strengthening a culture of formative assessment and promoting inclusive, collaborative, and student-centered learning environments. This work seeks to contribute to the consolidation of more humane, ethical, and effective assessment practices in higher education
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