Association of formative assessment with motivation and academic performance in public institutions
DOI:
https://doi.org/10.5281/zenodo.17392942Keywords:
Formative assessment, motivation, academic performance, student, educationAbstract
The objective of this article was to explore the available evidence on the association of formative assessment with motivation and academic performance in students at public educational institutions during the period from 2021 to 2025. The methodology used is a systematic literature review, where 30 articles related to the topic of study were selected, with a maximum age of 5 years and indexed in databases such as MDPI, SpringerLink, Frontiers. The data analysis techniques used were bibliometric analysis, narrative synthesis, lexical-textual analysis, and multiple correspondence analysis. Evaluation criteria for the level of the evidence collected were used, as well as the PRISMA diagram. The results found that the evidence is concentrated in Asia and Europe, with regional scarcity; in addition, it is confirmed that formative assessment is linked to greater motivation while integrating self-efficacy, self-regulation, and lower anxiety.
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