Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

Abstract

The present study aimed to analyze the pedagogical processes in formative assessment according to students of a public higher pedagogical institute in Ica. A systematic review was conducted following PRISMA principles, defining specific inclusion criteria: articles related to the topic were selected, covering a research period from 2015 to 2023, and publications in both English and Spanish were included, prioritizing those available in open access. The search results allowed the selection of 23 articles. It is concluded that, pedagogical processes in formative assessment, from the perspective of students of a public higher pedagogical institute, highlights its importance in the integral development of learning. This methodology promotes a collaborative and personalized approach, focused on the continuous growth of the student and the development of critical skills. The results suggest that formative assessment fosters deeper and more meaningful learning, preparing students for the challenges of the modern world and reinforcing the importance of an adaptive, learner-centered educational approach.