Formative assessment as a strategy to improve learning in multidisciplinary educational contexts

Abstract

This study examines formative assessment as a strategy to improve learning among upper basic education students in schools located in Quevedo, Los Ríos province, Ecuador. An explanatory mixed‑methods design was implemented, combining official databases from standardized assessments and enrollment records with student questionnaires, classroom observations, teacher interviews, and analysis of assessment instruments. Quantitative results show positive and significant associations between a formative assessment index—combining feedback frequency, clarity of criteria, self‑assessment and authentic tasks—and scores in Language, Mathematics, Natural Sciences and Social Studies, with differences of up to 7–9 points in favor of schools with intensive formative practices. Qualitative findings reveal practice patterns ranging from explicit integration of formative assessment in contextualized multidisciplinary projects to schemes focused almost exclusively on grading.(Andrade‑Aguilar, 2025; Castillo, 2025) The study concludes that formative assessment, when embedded in projects and shared cross‑curricular criteria, fosters an assessment culture oriented towards learning regulation and student participation, although its impact is mediated by institutional conditions, resources and teacher training.