Formative feedback in virtual learning environments in history teaching

Abstract

This study aimed to present the relationship between formative feedback with judicious, procedural and reflective evaluative practice and academic performance in different components curricular For this, a qualitative methodological approach was used, of a descriptive type, with analysis of the assigned feedbacks for all the evaluation resources of three curricular components of the third semester class, considering all the students of the class. As a result, it was possible to perceive that the academic performance of the students was significantly higher when their teachers attributed formative and intentional feedbacks to the content, without disregarding the importance of the motivational narratives. On the other hand, the practice of spare parts also stood out for the academic evolution of the students.