Formative Evaluation From The Perspective Of The University Student In Times Of Pandemic

Introduction: When talking about formative evaluation, it is relevant to point out that the intervention of the didactic process focuses on the processes rather than on the qualifications. This study set out to determine the influence of formative assessment on learning by competencies in students in times of pandemic. Method: In relation to the methodology, we worked with a non-experimental design, of a basic type, the scope was causal explanatory and quantitative approach. For data collection, two instruments were developed and applied to a sample of 80 students from a private university in Lima. It should be noted that both instruments, before being applied to the sample, went through two phases: reliability and validity, obtaining a Cronbach's alpha of 0.893 for the formative assessment instrument and 0.824 for learning by competence; therefore, they indicated high reliability. Results: Regarding the descriptive results, an inadequate level of 38.8% was obtained on the formative evaluation and a level in process of 12.5% regarding learning by competence. For the fit of the model and Pseudo R ² , the contrast test of the likelihood ratio indicated that the logistic model is significant with a Chi square of 40.928 and a significance value of =.000, which determined that the formative evaluation influences significantly in learning by competence. Regarding the Nagelkerke coefficient, a value of 0.382 was obtained, which indicated that learning by competence is explained by formative evaluation. Likewise, the Wald score of 39.528 gave as an indication that the formative evaluation responds in an important way to the prediction of learning by competence. Conclusions: It was concluded that to the extent that formative evaluation is better, then learning by competence will also be positively influenced.