Abstract

This study falls within the field of educational assessment, with a particular focus on formative assessment applied to primary and secondary education. The research centers on the formative assessment strategies that teachers implement in their pedagogical practices. The main objective is to identify the formative assessment strategies employed by teachers within their professional contexts, highlighting similarities and differences in their application. The study was conducted with the participation of 189 teachers from 30 educational institutions within the Local Public Education Service, who engaged in a series of formative assessment workshops between 2022 and 2024. Data collection was carried out through semi-structured interviews, while data analysis followed a qualitative approach based on a descriptive framework with categorical coding. The results underscore how formative assessment strategies not only enhance pedagogical decision-making but also foster peer feedback processes. Moreover, the development of evaluative judgments by both teachers and students regarding the quality of their work emerges as a central axis in the evolution of assessment strategies. Nonetheless, primary and secondary school teachers alike tend to prioritize strategies such as feedback, self-assessment, and peer assessment aimed at identifying errors in specific tasks, while devoting less attention to processes that cultivate sustainable, long-term learning strategies.