CHARACTERISTICS OF FEEDBACK AS PART OF THE EVALUATIVE STRATEGY DURING THE TEACHING AND LEARNING PROCESS IN VIRTUAL ENVIRONMENTS: A THEORETICAL PERSPECTIVE

This bibliographical review was conducted to identify the conditions and characteristics of feedback as part of the evaluation strategy during the teaching-learning process in virtual environments. These fundamentals orient the work of the teaching that takes place at the Universidad Estatal a Distancia. The analysis of this study is based on a literature review of the most recognized and present authors in the field of learning assessment, and its purpose was to recover the maximum amount of contributions on the role of feedback, and how it can enhance deeper and more meaningful learning processes. The most important findings focus on the feedback as a dialogical and collaborative process within the framework of alternative assessment: formative and forming, that is enhanced by opening possibilities, personalization, interactivity, ubiquity, immediacy, flexibility, interoperability and collaboration offering virtual learning environments.