La relación entre la retroalimentación como estrategia de evaluación formativa y el rendimiento académico de los estudiantes de octavo EGB de la Unidad Educativa La Salle Conocoto

Abstract

Abstract: This research examined the relationship between feedback as a formative assessment strategy and the academic performance of eighth-grade students. The study was prompted by the observation that assessment often serves only the purpose of collecting grades. Its general objective was to analyze the correlation between feedback as a formative assessment strategy and academic achievement. The participants included 115 eighth-grade students and 10 teachers from the "La Salle de Conocoto" Educational Unit in Quito. The study employed a quantitative approach with a non-experimental design and a correlational scope. Surveys were administered to both students and teachers as the primary research technique to determine their perceptions of feedback and its application methods. The main results and statistical analysis showed a significant positive relationship between formative feedback and academic performance (r = 0.482; p = 0.000). This confirmed the research hypothesis, leading to the conclusion that feedback is a determining factor in improving school performance at this educational level.