La evaluación formativa en el proceso de enseñanza-aprendizaje del español como lengua extranjera

Abstract

Abstract: This study examines the role of formative assessment in the teaching and learning process of Spanish as a foreign language through a systematic documentary review of literature published between 2020 and 2025. The general objective was to analyze, based on recent scientific evidence, how formative assessment has been addressed in the teaching of Spanish as a foreign language, considering its theoretical foundations, the main instruments used, and the effects reported on learning. Methodologically, search, selection, and eligibility criteria based on transparency and traceability were applied, and the corpus was organized using thematic categorization and narrative synthesis. The results reveal that formative assessment is primarily based on sociocultural, socioconstructivist, and self-regulation approaches, and is most frequently implemented through rubrics, portfolios, including e portfolios, self-assessment, peer assessment, and communicative tasks. The reviewed literature also converges on the idea that formative assessment supports learner autonomy, actionable feedback, and gradual improvement of oral and written skills, although the predominance of non-experimental designs limits causal inferences. Overall, this work provides a critical systematization of the field and offers directions to strengthen theoretical and methodological coherence in future research.