FORMATIVE ASSESSMENT: A REFLECTIVE AND SYSTEMATIC PROCESS OF THE TEACHING PRACTICE

The assessment with formative approach is presen-ted as a pedagogical strategy that contributes to the improvement of the student learning, while it allows teacher to take appropriate decisions regarding the learning that become more difficult for the students. However, this strategy is not widely applied to the educational service yet. For this reason, the purpose of this literature review research was to develop a theoretical, qualitative and exhaustive analysis on the formative assessment as a reflective and systema-tic process of the teaching practice, since it directly affects student learning. This study was developed under a bibliographic research methodology as an information collection system, and the interpretative and synthetic-analytic methods for the documentary analysis were used. In accordance with the conclu-sions, the formative assessment, as a fundamental element in the curricular framework of the skill-based approach, is a systematic process that helps teacher to collect valuable information for himself/herself to allow him/her to reflect on his/her own practice, while it allows the student and his/her family to become aware of the challenges and learning progress.