Vol.12, No.2, May 2023.                                                                                                                                                                               ISSN: 2217-8309

                                                                                                                                                                                                                    eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

The Perspective’s Analysis of Formative Assessment with University Students

Rusbita Reynaga-Chávez, Yersi-Luis Huamán-Romaní, José-Manuel Burga-Falla, Iris-Liliana Vásquez-Alburqueque, Manuel Enrique Chenet Zuta, Linda-Katherine Carrillo-De la Cruz

© 2023 Yersi-Luis Huamán-Romaní, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 12, Issue 2, Pages 876-882, ISSN 2217-8309, DOI: 10.18421/TEM122-33, May 2023.

Received: 01 November 2022.

Revised:   10 March 2023.
Accepted:  13 March 2023.
Published: 29 May 2023.

Abstract:

Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.

Keywords –formative assessment, feedback, learning, teaching, university students.

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