FORMATIVE ASSESSMENT AND ITS IMPACT ON TEACHING AND LEARNING PROCESSES IN PRIMARY EDUCATION

Abstract

In today's education, it is important to address the questions "How? What? And how is it assessed?" Therefore, we seek to analyze the effect that formative assessment has on the teaching and learning processes within rural primary education. This led to an exhaustive search of academic articles published in national and international databases between 2018 and 2024, which shows relevant findings on the use of this pedagogical strategy in rural schools. This review was conducted based on three substantive themes: formative assessment as a pedagogical strategy; the impact of formative assessment on learning and competency development; and, finally, questions and recommendations regarding formative assessment in the rural context. The review also suggests that formative assessment has an affirmative impact on student autonomy, motivation, and active participation, thus helping students achieve meaningful learning through continuous feedback. Furthermore, several barriers were identified, such as insufficient teacher training and inadequate resources, which hinder effective implementation. However, successful methodological proposals were also found, such as the use of rubrics, portfolios, and peer assessment. Therefore, it is evident that formative assessment is a significant strategy for achieving contextualized and inclusive education, especially in rural areas that require more appropriate and adaptable educational intervention strategies.