Investigación empírica sobre el impacto de la evaluación formativa: Revisión de literatura

in many educational systems there is a growing interest in the approach to learning assessment referred to as formative assessment, classroom assessment or assessment for learning. this interest is usually based on the very positive opinions spread initially by supporters of the mastery learning model developed by benjamin s. bloom and, since the 1990s, by other scholars. empirical support for these views, however, is not always very strong, which does not necessarily mean that the approach is wrong. this article presents a review of the literature on the subject, providing a foundation for a better informed position.