Relationship between Formative Assessment and Academic Motivation in Primary School Students

Abstract

This review article addresses the role of teachers in the implementation of formative assessment and its impact on improving student learning. In this context, the central question is posed: How does formative assessment influence students' learning? Furthermore, the general objective is to determine the impact of this type of assessment on students' academic development. To answer this question, a collection of information was conducted at the local, national, and international levels, revealing that, in primary education, difficulties persist in teachers' understanding and effective implementation of formative assessment. One of the fundamental aspects of this process is feedback, which should be conceived as a reflective or discovery-based strategy, thus promoting the acquisition of expected learning outcomes. However, the findings suggest that a significant number of teachers do not adequately implement formative assessment, largely due to a lack of in-depth knowledge of its purpose and methodologies. This deficiency directly impacts the development of students' autonomy, limiting their ability to critically reflect on their own learning process. In conclusion, formative assessment is an essential tool in education, as it allows for monitoring and improving student learning through effective feedback strategies. However, its proper application requires teachers to have a solid grasp of its principles and approaches, promoting not only more effective teaching but also the development of self-regulation skills in students. Therefore, it is imperative to strengthen teacher training in this area, thus ensuring formative assessment that truly contributes to meaningful learning and student autonomy.