THE FEEDBACK OF THE FORMATIVE EVALUATION IN HIGHER EDUCATION

Feedback is considered one of the most powerful influences to improve learning and teaching; however, there has been re-search evidence that reveals that current feedback practices are not fulfilling this purpose. These findings highlight that pro-viding feedback is clearly a problem that needs deeper analysis. In this article, we examine feedback of formative evaluation from a socio-constructivist perspective in the context of higher education. It assumes a vision of dialogical feedback, which means that in this process an open and constructive dialogue between teacher and student is established.