Impact of formative assessment and learning objectives on the competency-based curriculum of Hispanic Language and Literature

Abstract

This article aims to identify the impact of formative assessment on a competency-based curriculum and its relationship to the learning objectives established in the Hispanic Language and Literature program. This process adopts a qualitative approach, allowing for the understanding, interpretation, and analysis of student perceptions. Its cross-sectional design enables the collection of relevant, current, and contextualized information. It follows a descriptive design, focusing on characterizing students' perceptions and experiences. The interview was used as the data collection instrument, facilitating the free expression of opinions about formative assessment. The study population consists of 195 students from all five academic years of the program, and the sample size was calculated using the formula by Fischer & Navarro (2002), resulting in 65 students distributed by strata: gender and academic year. The process yielded results demonstrating a positive acceptance of formative assessment, highlighting its methodological clarity in the objectives and evaluation criteria within the learning process. Student teachers value timely feedback as a key element of their professional development; they also expressed a preference for formative assessment over summative assessment. The results reveal that the formative methodology applied to the competency-based curriculum is a comprehensive process that fosters autonomy, research, and the holistic development of future specialists in Hispanic Language and Literature.