Theoretical perspective of formative assessment in virtual education

Abstract

This paper presents the theoretical perspective on formative assessment in virtual education, a research work associated with the dissertation to obtain the Doctor in Education degree granted by the Universidad Autónoma de Tlaxcala. In this research, the subject of study is to submit the process of formative assessment in virtual education to theoretical review; the central question that guided the research is: “What are the theoretical formulations of formative assessment in connection to feedback and autonomous learning in virtual education?”. The following categories of analysis were discussed: a) theoretical perspective: Saxon, Francophone and Mexican, b) feedback, and c) autonomous learning. Methodologically, information sources were consulted in Spanish, English and French, open access with publication dates from 1967 to 2022, from Google Scholar, ERIC, EBSCOhost and Scopus databases. With the support of the Mendeley bibliographic reference management system, the collected research was systematized for analysis using the documentary analysis method. Out of 60 articles reviewed, 37 were chosen for their systematic analysis that present the findings on the theoretical approaches of formative assessment in connection to the achievement of the development of autonomy that enables students to develop cognitive and metacognitive skills that motivate them to continue learning. Reflections about achievement of autonomous learning are presented, which sustain that there is a positive experience in the implementation of formative assessment in virtual environments.