Formative assessment: Resistances and limitations to its implementation in higher education in Latin America.

Abstract

The objective of this article was to analyze the resistances and limitations affecting the effectiveness of the formative process in higher education, in order to propose concrete strategies to be applied in the classroom, in curriculum design, and in pedagogical strategies that contribute to formative assessment through a central component for the continuous improvement of quality at this university level. The development of a qualitative methodology was proposed to carry out a literature review on three (3) central themes: the importance of formative assessment in higher education, the resistance and limitations of this type of assessment, and strategies to strengthen the development and implementation of formative assessment in universities. At this stage, according to the results, certain difficulties affecting formative assessment in the university setting were evidenced, mainly associated with the resistance of teachers and students to invest more time in complex analysis processes that require feedback, reflection, and continuous examination. Therefore, it was recommended to strengthen the development of this type of assessment through approaches focused on the adaptation of academic curricula, as well as on the design of participatory spaces for reflection favorable to positioning formative assessment as an essential element in the quality of education.