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REVIEW article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1509983
This article is part of the Research Topic Student Voices in Formative Assessment Feedback View all 4 articles
The Current Landscape of Formative Assessment and Feedback in Graduate Studies: A Systematic Literature Review
Provisionally accepted
BEYMAR PEDRO SOLIS TRUJILLO 1
Davis Velarde-Camaqui 1,2*
Cristhian Anibal Gonzales Nuñez 1
Estela Vicenta Castillo Silva 1
Mariela del Pilar Gonzalez Said de la Oliva 1- 1 Cesar Vallejo University, Herrera, Peru
- 2 School of Humanities and Education, Monterrey Institute of Technology and Higher Education, Monterrey, Nuevo León4, Mexico
Formative assessment has evolved into a comprehensive approach for enhancing student learning across academic levels, yet gaps remain regarding its impact on graduate students with diverse needs. This study conducts a systematic literature review (SLR) of empirical research published between 2014 and 2024, analyzing 188 initial articles retrieved from Scopus and Web of Science, which were narrowed down to 19 eligible studies. The aim is to examine how formative feedback influences the learning and motivation of graduate students. The results indicate that: a) immediate and specific feedback enhances academic performance and promotes self-regulation, empowering students to manage their learning processes more effectively; b) technological tools facilitate personalized and accessible feedback, tailoring learning experiences to individual needs; and c) the implementation of feedback strategies that consider individual differences contributes to greater equity and effectiveness in graduate education. This study not only addresses gaps in the literature by synthesizing evidence on formative assessment but also highlights the transformative role of technology and personalized strategies in promoting autonomous and meaningful learning in graduate programs.
Keywords: formative assessment, Immediate feedback, Graduate education, Self-regulation of learning, personalized learning, educational technologies
Received: 11 Oct 2024; Accepted: 17 Feb 2025.
Copyright: © 2025 PEDRO SOLIS TRUJILLO, Velarde-Camaqui, Gonzales Nuñez, Castillo Silva and Gonzalez Said de la Oliva. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Davis Velarde-Camaqui, Cesar Vallejo University, Herrera, Peru
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