Formative assessment of learning and its relationship with quality in higher education: Methods and challenges

Learning assessment in higher education has shifted from focusing solely on final grades to valuing processes, evidence, and continuous feedback. From socioconstructivist perspectives, it is conceived as a means to regulate learning, foster reflection, and ensure academic quality. The purpose of this study was to clarify the foundations, functions, and instruments of formative assessment, and to explain its contribution to improving the teaching–learning process and educational quality. A qualitative approach was employed, with a documentary design and descriptive–analytical scope, drawing on classical and recent literature as well as documents from international organizations. The results show that formative assessment fulfills predictive, flexible, continuous, active, heterogeneous, and self-regulatory functions, enabling the identification of learning difficulties, the provision of constant feedback, and the strengthening of student autonomy. Furthermore, a direct link with educational quality was confirmed, as it enhances academic performance and the social relevance of training. However, challenges were identified, including insufficient teacher training, institutional resistance to change, and lack of technological resources. In conclusion, formative assessment emerges as a strategic axis in higher education, essential to articulating quality, innovation, and relevance, provided it is supported by strong institutional policies and continuous teacher development that ensure its systematic and effective application.