ACTIVE METHODS AND FORMATIVE ASSESSMENT IN THE LEARNING PROCESS IN HIGHER EDUCATION

• DOI: https://doi.org/10.22533/at.ed.51572826020413

• Palavras-chave: Active methodologies; Formative assessment; Higher education; Meaningful learning.

• Keywords: Active methodologies; Formative assessment; Higher education; Meaningful learning.

• Abstract:

  This article analyzes the integration of active methodologies and formative assessment as essential pedagogical tools for promoting meaningful learning in higher education. The research, which is qualitative and bibliographic in nature, sought to understand how these innovative approaches contribute to the development of autonomy, critical reflection, and self-regulation of learning. Active methodologies, by prioritizing participation, experimentation, and problem-solving, shift the focus of teaching from the professor to the student, making the student the protagonist of their educational process. Formative assessment, in turn, assumes a mediating and continuous role, promoting constructive feedback that guides the constant improvement of teaching and learning practices. An analysis of recent literature on the topic revealed that the articulation between these two pedagogical dimensions is fundamental to consolidating a culture of innovation and collaboration in higher education. Furthermore, the importance of teacher training and the critical use of digital technologies is highlighted as determining factors for the effectiveness of these practices. It is concluded that active methodologies and formative assessment, when implemented in a coherent and reflective manner, strengthen the ethical and democratic commitment of higher education, making it more inclusive, dynamic, and transformative, capable of preparing critical and socially engaged individuals to face contemporary challenges.