María Dalia Vera Cubas
DOI: 10.59427/rcli/2024/v24cs.474-481
The purpose of this article is to analyze how formative feedback oriented to the process and continuous improvement is carried out; it is framed in the qualitative interpretative paradigm of the exploratory and descriptive type through the exploration and selection of scientific articles from the database of indexed journals such as Scopus, Scielo and Web of Science, referring to formative feedback, having a maximum age of 6 years. The results determine that the teacher plays the role of a student’s guide, encouraging them to recognize their previous knowledge and what they need to know; he analyzes their progress and difficulties, in order to modify teaching methods. The scaffolding process is fundamental, students develop their autonomy; through comments and questions they understand what they have failed and how to correct it, they recognize the progress achieved and they are oriented towards proposed objectives. Process-based feedback is more effective than feedback based on results.
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