EDUCATIONAL ASSESSMENT: NEW APPROACHES AND STRATEGIES FOR FORMATIVE ASSESSMENT

Abstract

This article presents a literature review on the new approaches and emerging strategies in formative assessment, analyzing their implications for the teaching-learning process. The research examines recent literature, identifying significant trends such as the integration of digital technologies, personalization of assessment, and a focus on 21st-century competencies. The study reveals a paradigmatic transformation in the conception and practice of formative assessment, driven by technological advances and new understandings of learning. The potential of these approaches to improve the effectiveness and relevance of evaluation is discussed, as well as the challenges associated with its implementation, including issues of equity, teacher training and infrastructure. Critical analysis highlights the need to balance innovation with ethical and privacy considerations. The article concludes that while the new strategies offer significant opportunities to enhance educational assessment, their successful adoption requires a careful and thoughtful approach. Directions for future research are proposed, emphasizing the importance of empirical studies on the effectiveness of these approaches in various educational contexts. This review contributes to the understanding of current trends in formative assessment and their implications for the future of education.