The Perspective’s Analysis of Formative Assessment with University Students

Abstract

Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.