FORMATIVE ASSESSMENT AND ACTIVE METHODOLOGIES IN FULL-TIME SCHOOLS: THE ROLE OF TECHNOLOGIES IN MONITORING LEARNING

Abstract

This study examines the incorporation of formative assessment and active methodologies in full-time educational institutions, emphasizing the role of technologies in the supervision of learning.  The main objective of the research was to determine how digital technologies can enhance formative assessment and active methodologies within the scenario of complete education.  The main goal was to examine formative assessment practices and active methodologies in full-time schools in Brazil, emphasizing the use of technologies to monitor and improve the learning process.  The technique used was a literature review, with a qualitative focus, which included an evaluation of recently published materials.  The results showed that the incorporation of digital technologies in formative assessment and active methodologies opens up important possibilities for the personalization of teaching and the provision of immediate feedback to students.  The practices range from the use of adaptive learning platforms to the installation of data analysis systems specific to education.  The study emphasized the relevance of a defined strategy that takes into account both the ethical advantages and obstacles of employing technologies in the supervision of learning.  The instructions concluded that, even with the promised progress, the effectiveness of the application of these practices requires investments in educator training and technological infrastructure.  The need for future research to investigate the long-term effects of these strategies on student achievement and engagement in full-time schools was highlighted.