Formative Assessment and its Impact on the Quality of Learning of Higher Education Students

Abstract

The study addresses formative assessment as a key strategy to improve the quality of learning in higher education students, especially in Latin American contexts such as that of the Eloy Alfaro Lay University of Manabí (ULEAM). Despite its potential to foster self-regulation, critical reflection, and educational equity, structural and cultural barriers that limit its effective implementation are identified. The research was developed under a descriptive quantitative approach, applying a Likert-type questionnaire to 400 students from 6 faculties, in order to explore their perceptions of evaluative practices. The reliability of the instrument was high (Cronbach's Alpha between 0.82 and 0.91), and it was validated through expert judgment and exploratory factor analysis. The results show that, although formative assessment is generally viewed positively, a neutral stance prevails in many areas, suggesting a partial or limited application of these strategies. For example, less than half of the students perceive that feedback helps them improve or that assessments promote reflection on their learning. However, a favorable perception is evident in aspects such as collaborative learning and inclusive teaching. Therefore, the study demonstrates that formative assessment has a positive impact on motivation, autonomy, and academic performance, but requires greater systematization, visibility, and teacher training.