Formative assessment and autonomous learning in times of pandemic

Abstract

n recent times, due to the pandemic caused by COVID-19, education faces various challenges; Due to this, it is necessary to make changes and improvements in evaluative practice through feedback that allows students to achieve their performance. The research presents as a general objective to determine the relationship between formative assessment and autonomous learning in students of the V cycle of Regular Basic Education in times of pandemic. It corresponds to a non-experimental design research, based on a quantitative approach, of a descriptive correlational type. The census population was made up of 120 students. For the development of the study, a bibliographic review was carried out on the theories related to formative assessment, the competence approach and autonomous learning. Regarding data collection, a survey technique was used and a questionnaire was applied as an instrument, which went through a review process by expert judgment; to determine its validity and reliability. It was concluded that there is evidence to assert that formative assessment has a significant relationship with the autonomous learning of surveyed students, with the Rho Spearman correlation coefficient of 0.321 in which there is a low correlation between the variables.
Keywords: Formative assessment, feedback, autonomous learning