Formative Assessment as a Strategy to Enhance Meaningful Learning in Primary Education

Abstract

Formative assessment is positioned as an essential pedagogical strategy in primary education by being continuously integrated into the teaching–learning process, moving beyond traditional approaches focused on the final measurement of attainment and instead orienting itself towards the ongoing support of the learner. This study, developed within a documentary and analytical framework, rigorously examines its contribution to the enhancement of meaningful learning through the review, comparison and integration of relevant academic contributions. The findings indicate that formative assessment enables the identification of progress, learning difficulties and educational needs, generating key information for timely pedagogical decision-making. In addition, feedback assumes a decisive role by guiding the improvement process, strengthening self-regulation and promoting the active construction of knowledge. Its implementation is also recognised as facilitating the connection between prior knowledge and new information, enabling deeper, transferable and contextually grounded learning. In contrast, the persistence of traditional assessment practices limits a comprehensive understanding of learning and leads to fragmented outcomes with limited applicability. Overall, it is concluded that formative assessment not only enhances meaningful learning but also drives a transformation in teaching practices towards more reflective, inclusive and learner-centred approaches, thereby contributing directly to the strengthening of educational quality.