Keywords
retroalimentación
proceso de aprendizaje Formative assessment
feedback
learning process
How to Cite
Abstract
The assessment processes shared by the students can contribute to self-regulation through the development of feedback understood as sustainable action. This is due to the ability of students to develop evaluative judgment, which is fostered through strategies of appropriation of the criteria, applying them to their own task or peers’ assignments, and reflecting on it. A literature review is carried out on the appropriation of the criteria from the
reading of 14 scientific documents. The results derived from the analysis show the benefits of developing strategies of appropriation of the criteria in terms of increasing the quality of the students' tasks. The use of exemplars and rubrics, as well as peer evaluation practices, stands out. However, this process does not occur without scaffolding. The role of the teaching staff is essential both to propose the design of specific strategies for criteria to be fixed and to mediate in the process carried out by the students during their application. Some implications for the training processes to strengthen the evaluative literacy of both students and teachers can be drawn.
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