Richard Kevin Villanueva Castro, Ramiro Norberto Quintana Otero, Marco Antonio Tejada Mendoza, Quiterio Trujillo Reyna
DOI: 10.59427/rcli/2024/v24cs.1429-1435
This research aimed to determine the association of Personal Factors with the virtual formative evaluation of students at the National University. The study follows a non-experimental cross-sectional design, with a census population of 98 students selected through non-probabilistic convenience sampling. These students completed a questionnaire whose last step data were collected through online tools. The research highlights one variable comprised of selected social factors for students at this university and a second variable that influences the successful implementation of virtual formative assessment: feedback, innovation and regulation. Theoretical research on the dominant social factors in virtual formative assessment will contribute to improve the quality of assessment in virtual environments and identify effective practices and technological resources to strengthen its effectiveness. The results showed that there is a significant association of personal factors with virtual formative assessment. Addressing the challenges related to feedback and knowledge application will lay a solid foundation for improving virtual formative assessment practices and benefit both teachers and students.
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