Formative Assessment in Learning Situations

Challenges and Opportunities

Abstract

This article explores formative assessment as a central component of learning situations, marking a shift from traditional summative assessment towards an approach that promotes active and reflective learning. It examines key elements such as feedback, feedforward, and self-efficacy to demonstrate their role in enhancing student engagement and the development of competences. The article also addresses the challenges faced by educators, including administrative burdens and insufficient training, and proposes innovative solutions for integrating authentic assessment into educational practice. By redefining assessment as a learning opportunity, the article highlights its transformative potential to create meaningful, student-centred learning experiences.