<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982024000202010</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.11121674</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA EVALUACIÓN FORMATIVA Y LA RETROALIMENTACIÓN: UN RETO EN LOS ESTUDIANTES DE SECUNDARIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE FORMATIVE ASSESSMENT AND FEEDBACK: A CHALLENGE FOR HIGH SCHOOL STUDENTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velasquez Diaz]]></surname>
<given-names><![CDATA[Walter Segundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982024000202010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982024000202010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982024000202010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evaluación es clave para el aprendizaje debiendo realizarse durante todo el proceso educativo, la evaluación formativa permite detectar dificultades desde el inicio y la retroalimentación implementa mejoras para lograr los aprendizajes. Actualmente hay confusión sobre la aplicación de la evaluación y la retroalimentación; por ello, en el presente artículo de revisión sistemática, se busca investigar cuánto se ha avanzado en evaluación formativo en los últimos cinco años; se seguirá la metodología de revisión sistemática de tipo documental utilizando diferentes plataformas de búsqueda, con un análisis profundo de las investigaciones encontradas. Los resultados demuestran que la evaluación formativa y la retroalimentación son fundamentales en la mejora del logro de los aprendizajes, aunque hay dificultades en su aplicación. Varios autores destacan la importancia de la evaluación formativa y la retroalimentación en el logro de aprendizajes, necesitándose nuevas herramientas y estrategias centradas en el estudiante como protagonista de la evaluación; siendo urgente la capacitación de docentes en evaluación formativa para mejorar su práctica pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Evaluation is key to learning and should be carried out throughout the educational process; formative evaluation allows difficulties to be detected from the beginning and feedback implements improvements to achieve learning. Currently there is confusion about the application of evaluation and feedback; therefore, in this systematic review article, we seek to investigate how much progress has been made in formative evaluation in the last five years; we will follow the methodology of systematic review of documentary type using different search platforms, with an in-depth analysis of the research found. The results show that formative assessment and feedback are fundamental in the improvement of learning achievement, although there are difficulties in its application. Several authors highlight the importance of formative assessment and feedback in the achievement of learning, requiring new tools and strategies focused on the student as the protagonist of the assessment; being urgent the training of teachers in formative assessment to improve their pedagogical practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[Retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[logros de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[learning achievement]]></kwd>
</kwd-group>
</article-meta>
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