Formative assessment models and their influence on educational achievement in high school
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Formative assessment has emerged as a key tool for improving academic achievement at the baccalaureate level, focusing on the continuous monitoring of learning through strategies such as timely feedback, competency-based assessment, the use of rubrics and self-assessment. This exploratory study, based on a systematic literature review of 38 research studies published between 2015 and 2025, identifies theoretical models and evaluative practices applied in high school contexts. The results show significant positive effects on academic performance, self-regulation and student motivation, especially when structured feedback practices and active student participation are integrated. However, their implementation faces barriers such as the lack of specific teacher training, limited institutional support and time constraints in the school day. It is concluded that the success of these models requires not only methodological innovation, but also a structural and cultural transformation that promotes coherent school policies, teacher professional development and adequate organizational conditions for learning-centered assessment.
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