Business Administration Students' Perceptions of Formative Assessment as an Instructional Tool

Background/purpose. Formative assessment supports competency development and self‑regulated learning in higher education, yet evidence on business administration students’ perceptions (especially in Latin American contexts) remains limited. This study examined perceptions of formative assessment to identify improvement areas and inform pedagogy in business administration programs.

Materials/methods. A cross-sectional, descriptive–correlational survey was administered to 112 fourth-, sixth-, and seventh-semester business administration students at a university in Ecuador. An adapted Students' Perceptions of Formative Assessments (SPFA) instrument assessed five conceptual dimensions: congruence, authenticity, consultation, transparency, and accommodation. Operationally, Part A (discipline-specific knowledge) consisted of five subscales, while Part B (self-directed learning skills) combined transparency and accommodation, resulting in four subscales. Analyses included descriptive statistics, Spearman correlations among subscales, Pearson correlations with age, and independent-samples t‑tests by gender.

Results. Students reported moderately positive perceptions across all dimensions (M = 3.64–3.74, 1–5 scale). For discipline-specific knowledge, congruence was highest; for self-directed learning, authenticity was highest, while consultation was lowest across parts. Intercorrelations among dimensions were strong and significant (rs = .709–.947), indicating a holistic perception of formative assessment. Neither age nor gender was significantly associated with perceptions. Internal consistency was excellent across subscales (α = .973–.989)

Conclusion. Students value formative assessment but identify opportunities to strengthen authenticity and consultation. Recommendations include embedding authentic, professionally relevant tasks, increasing student participation in co-constructing and clarifying evaluative criteria, and reinforcing alignment among outcomes, activities, feedback, and assessment practices.

Keywords: Higher education, feedback (learning), evaluation methods, learning processes, formative assessment

References

Bader, M., Burner, T., Hoem Iversen, S., & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017–1028. https://doi.org/10.1080/02602938.2018.1564811

Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university (5th ed.). McGraw-Hill Education.

Cañadas, L., Santos-Pastor, M. L., & Ruiz Bravo, P. (2021). Percepción del impacto de la evaluación formativa en las competencias profesionales durante la formación inicial del profesorado [Perception of the impact of formative assessment on professional competencies during initial teacher training]. Revista Electrónica de Investigación Educativa, 23, 1–13. https://doi.org/10.24320/redie.2021.23.e07.2982

Carvajal Rivadeneira, D. D., Ponce Reyes, F. S., Sornoza-Parrales, D., Pincay Pilay, M., Antonio, Q. S., & Miller Zavala, J. H. (2023). Elementos básicos de la investigación científica [Basic elements of scientific research]. EDITORIAL INTERNACIONAL RUNAIKI.

Chacón Tapia, P. T., Yánez Soria, J. E., María Concepción Soria Vásquez, Caillagua Robayo, D. A., & Siza Moposita, C. M. (2023). Evaluación formativa y sumativa en el Proceso Educativo: Revisión de Técnicas Innovadoras y sus efectos en el Aprendizaje Del Estudiante [Formative and Summative Assessment in the Educational Process: Review of Innovative Techniques and Their Effects on Student Learning]. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 1478–1497. https://doi.org/10.37811/cl_rcm.v7i2.5414

Charokar, K., & Dulloo, P. (2022). Self-directed learning theory to practice: A footstep towards the path of being a life-long learner. Journal of Advances in Medical Education & Professionalism, 10(3), 135.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Cruzado Saldaña, J. J. (2022). La evaluación formativa en la educación [Formative assessment in education]. Comuni@cción: Revista de Investigación en Comunicación y Desarrollo, 13(2), 149–160. https://doi.org/10.33595/2226-1478.13.2.672

Dorman, J. P., & Knightley, W. M. (2006). Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks. Educational Studies, 32(1), 47–58. https://doi.org/10.1080/03055690500415951

Emanuel, E. (2003). ¿Qué hace que la investigación clínica sea ética? Siete requisitos éticos. Pautas éticas de investigación en sujetos humanos: nuevas perspectivas [What makes clinical research ethical? Seven ethical requirements. Ethical guidelines for research involving human subjects: new perspectives]. Santiago: Programa Regional de Bioética OPS/OMS, 83–96.

Flores Flores, H., Reyes Blácido, I., Poma Henostroza, S. L., Sánchez Baquerizo, P. A., & Almeyda Tueros, H. R. (2022). La investigación formativa como estrategia didáctica para el fortalecimiento del aprendizaje en estudiantes universitarios [Formative research as a didactic strategy for strengthening learning in university students]. Dilemas contemporáneos: Educación, Política y Valores. https://doi.org/10.46377/dilemas.v9i2.3113

Flores, M. A., Veiga Simão, A. M., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Studies in Higher Education, 40(9), 1523–1534. https://doi.org/10.1080/03075079.2014.881348

Frey, B. B. (2015). There’s a stat for that!: What to do & when to do it. Sage Publications.

Galarza-Salazar, F. (2021). Evaluación formativa. Una revisión sistemática: Conceptos, autorregulación y educación en línea [Formative assessment. A systematic review: Concepts, self-regulation, and online education]. 593 Digital Publisher CEIT, 6(5–1), 5–17. https://doi.org/10.33386/593dp.2021.5-1.681

García Riveros, J. M., Farfán Pimentel, J. F., Fuertes Meza, L. C., & Montellanos Solís, A. R. (2021). Evaluación formativa: Un reto para el docente en la educación a distancia [Formative assessment: A challenge for teachers in distance education]. Delectus, 4(2), 45–54. https://doi.org/10.36996/delectus.v4i2.130

García-Jiménez, E. (2015). La evaluación del aprendizaje: De la retroalimentación a la autorregulación. El papel de las tecnologías [The assessment of learning: From feedback to self-regulation. The role of technologies]. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 21(2). https://doi.org/10.7203/relieve.21.2.7546

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hernandez-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta [Research Methodology: The Quantitative, Qualitative, and Mixed Approaches]. McGraw Hill.

Hinojosa-Torres, C., Zavala-Crichton, J. P., Serey-Galindo, F., Hurtado-Guerrero, M., Gajardo-Vergara, X., Álvarez-Valenzuela, S., Cantallopts-Jerez, F., Espoz-Lazo, S., & Yáñez-Sepúlveda, R. (2024). Retroalimentación formativa: Percepción docente sobre su implementación y resultados en el proceso de enseñanza y aprendizaje en educación física [Formative feedback: Teachers’ perceptions of its implementation and outcomes in the teaching and learning process in physical education]. Retos, 62, 872–882. https://doi.org/10.47197/retos.v62.110706

Hortigüela, D., Pérez-Pueyo, Á., & González-Calvo, G. (2019). Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas [But… What Do We Really Mean by Formative and Shared Assessment?: Common Confusions and Practical Reflections]. Revista Iberoamericana de Evaluación Educativa, 12(1). https://doi.org/10.15366/riee2019.12.1.001

Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2019). A Study of the Implementation of Formative Assessment in Three Large Urban Districts. American Educational Research Journal, 56(6), 2408–2438. https://doi.org/10.3102/0002831219842347

Karatas, K., & Arpaci, I. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10786

Lim, Y. S. (2019). Students’ perception of formative assessment as an instructional tool in medical education. Medical Science Educator, 29(1), 255–263. https://doi.org/10.1007/s40670-018-00687-w

Loor Mendoza, W. I., Guevara Peñaranda, N. S., & Game Mendoza, K. M. (2020). Importancia de la evaluación formativa en la educación superior [Importance of formative assessment in higher education]. RECIAMUC, 4(3), 319–326. https://doi.org/10.26820/reciamuc/4.(3).julio.2020.319-326

Loureiro, S., Míguez, M., & Otegui, X. (2016). Desempeño docente en la enseñanza universitaria: Análisis de las opiniones estudiantiles [Teaching performance in university education: Analysis of student opinions]. Cuadernos de Investigación Educativa, 7(1), 55. https://doi.org/10.18861/cied.2016.7.1.2576

Marcillo-Garcia, C. E., Villacreses-Veliz, E. G., del Rosario Acuña-Acebo, M., Morán-Chilán, J. H., & others. (2024). Evaluación formativa: Percepciones de los estudiantes de educación superior respecto a las habilidades/estrategias de aprendizaje autodirigido [Formative assessment: Higher education students’ perceptions regarding self-directed learning skills/strategies]. https://doi.org/10.1590/SciELOPreprints.10121

Martínez Rizo, F. (2013). Dificultades para implementar la evaluación formativa: Revisión de literatura [Difficulties in implementing formative assessment: A literature review]. Perfiles educativos, 35(139), 128–150. https://doi.org/10.22201/iisue.24486167e.2013.139.35716

Morera-Castro, M., Nieva-Boza, C., Anchía-Umaña, I., & Herrera-González, E. (2023). Percepción de la evaluación formativa competencial y satisfacción del curso virtual según el sexo y el nivel de carrera en estudiantes universitarios [Perception of formative competency-based assessment and satisfaction with the virtual course according to gender and academic level in university students]. Revista Electrónica Educare, 27(3), 1–22. https://doi.org/10.15359/ree.27-3.17964

Orellana Orellana, C. (2020). Significados y prácticas de evaluación formativa de los docentes formadores de profesores [Meanings and practices of formative assessment among teacher educators]. Revista Educación las Américas, 10(2), 185–199. https://doi.org/10.35811/rea.v10i2.98

Oviedo, P. M. (2007). Hacia una evaluación cualitativa en el aula [Towards a qualitative assessment in the classroom]. Reencuentro. Análisis de problemas universitarios, 48, 9–19.

Palomino Gutiérrez, G. (2023). Evaluación formativa: Más allá de la simple calificación [Formative assessment: Beyond simple grading]. Revista de Climatología, 23, 3669–3674. https://doi.org/10.59427/rcli/2023/v23cs.3669-3674

Panadero, E., & Alonso-Tapia, J. (2017). Autoevaluación: Connotaciones Teóricas y Prácticas. Cuándo Ocurre, Cómo se Adquiere y qué Hacer para Potenciarla en nuestro Alumnado [Self-Assessment: Theoretical and Practical Connotations. When It Occurs, How It Is Acquired, and What to Do to Foster It in Our Students]. Electronic Journal of Research in Education Psychology, 11(30), 551–576. https://doi.org/10.14204/ejrep.30.12200

Pasek De Pinto, E., & Mejía, M. T. (2017). General Process for the Formative Assessment of Learning. Revista Iberoamericana de Evaluación Educativa, 10.1(2017). https://doi.org/10.15366/riee2017.10.1.009

Peinado Camacho, J. D. J., & Valencia Maravilla, L. M. (2024). La autoevaluación como instrumento para desarrollar el aprendizaje autónomo en los alumnos de posgrado [Self-assessment as a tool for developing autonomous learning in postgraduate students]. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 14(28). https://doi.org/10.23913/ride.v14i28.1816

Pincay, E. W. P., Josí, M., García, P., Quimis, C. J. P., & Parrales Poveda, M. L. (2021). Formación profesional y eficiencia del docente universitario: Formación profesional y eficiencia del docente universitario [Professional Training and Efficiency of University Faculty: Professional Training and Efficiency of University Faculty]. UNESUM-Ciencias. Revista Científica Multidisciplinaria, 4(2), 12–22. https://doi.org/10.47230/unesum-ciencias.v4.n2.2020.330

Rosales, M. (2014). Proceso evaluativo: Evaluación sumativa, evaluación formativa y Assesment su impacto en la educación actual [Evaluative process: Summative evaluation, formative evaluation, and assessment—their impact on current education]. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, 4, 662.

Roskos, K., & Neuman, S. B. (2012). Formative Assessment: Simply, No Additives. The Reading Teacher, 65(8), 534–538. https://doi.org/10.1002/TRTR.01079

Sanchez-Peña, H., Ipushima-Ochavano, D., & Solís-Trujillo, B. P. (2023). Aplicación de la evaluación formativa en estudiantes de educación superior [Application of formative assessment in higher education students]. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(27), 254–265. https://doi.org/10.33996/revistahorizontes.v7i27.511

Sandal, A. K. (2023). Vocational teachers` professional development in assessment for learning. Journal of Vocational Education & Training, 75(4), 654–676. https://doi.org/10.1080/13636820.2021.1934721

Silva Blanco, L. A. (2023). Congruencia entre la práctica docente y la evaluación de la docencia por parte del estudiantado en educación superior: Estudio de casos en la Universidad Veracruzana [Congruence between teaching practices and the evaluation of teaching by students in higher education: Case studies at Universidad Veracruzana]. Revista Educación. https://doi.org/10.15517/revedu.v47i1.51978

Souto Suárez, R., Jiménez Jiménez, F., & Navarro Adelantado, V. (2020). La Percepción de los Estudiantes sobre los Sistemas de Evaluación Formativa Aplicados en la Educación Superior [Students’ Perception of Formative Assessment Systems Applied in Higher Education]. Revista Iberoamericana de Evaluación Educativa, 13(1), 11. https://doi.org/10.15366/riee2020.13.1.001

Vasantha Raju, N., & Harinarayana, N. (2016). Online survey tools: A case study of Google Forms. National Conference on Scientific, Computational & Information Research Trends in Engineering, GSSS-IETW, Mysore.

Wafubwa, R. (2020). Role of Formative Assessment in Improving Students’ Motivation, Engagement, and Achievement: A Systematic Review of Literature. The International Journal of Assessment and Evaluation, 28(1), 17–31. https://doi.org/10.18848/2327-7920/CGP/v28i01/17-31

Wang, J., Zhou, G., Guo, J., Sun, X., & Sun, L. (2024). The influence of perceived formative assessment on the learning autonomy of medical students: The chain mediating role of psychological empowerment and positive academic emotions. Frontiers in Public Health, 12, 1435432. https://doi.org/10.3389/fpubh.2024.1435432

Welson Valencia, M. M. (2023). La Evaluación Formativa y Logros de Aprendizaje en el Área Ciencia y Tecnología en Estudiantes Secundaria [Formative Assessment and Learning Achievements in the Area of Science and Technology among Secondary School Students]. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 9575–9588. https://doi.org/10.37811/cl_rcm.v7i3.6838

Wesolowski, B. C., & Musselwhite, D. (2018). SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks: SAGE Publications, Inc.

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!