Repositori URV

Identificador: imarina:9392394

Handle: https://hdl.handle.net/20.500.11797/imarina9392394

Autores:
Marta Camarero FiguerolaAna Inés Renta DavidsJuana María Tierno García

Resumen:
In the current educational landscape, assessment and feedback are considered tools that complement each other to achieve and guarantee improved learning. It is commonly assumed that assessment should not only occur at the end of the learning process, with the aim of certifying a level of achievement of objectives or competencies, but that it must be at the service of learning, as a guide and stimulant for teachers and students. Emphasis is therefore placed on the formative purpose and, in this sense, assessment is conceived as continuous and always accompanied by some type of feedback (Cano-García et al., 2020).