Beyond compliance: an onto-epistemic analysis of formative assessment practices in higher education

Josefina Amanda Suyo-Vega; Monica Elisa Meneses-La-Riva; Víctor Hugo Fernández-Bedoya; Sofía Almendra Alvarado-Suyo; Hitler Giovanni Ocupa-Cabrera

doi:10.3389/feduc.2026.1706921

Beyond compliance: an onto-epistemic analysis of formative assessment practices in higher education

Josefina Amanda Suyo-Vega
, Monica Elisa Meneses-La-Riva
, Víctor Hugo Fernández-Bedoya
, Sofía Almendra Alvarado-Suyo
, Hitler Giovanni Ocupa-Cabrera

Research output: Contribution to journal › Article › peer-review

Original language	English
Article number	1706921
Journal	Frontiers in Education
Volume	11
DOIs	https://doi.org/10.3389/feduc.2026.1706921
State	Published - 1 Jan 2026

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.3389/feduc.2026.1706921

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title = "Beyond compliance: an onto-epistemic analysis of formative assessment practices in higher education",

keywords = "constructivist paradigm, epistemology, formative assessment, higher education, meaningful learning, pedagogical research, teacher mediation",

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AU - Suyo-Vega, Josefina Amanda

AU - Meneses-La-Riva, Monica Elisa

AU - Fernández-Bedoya, Víctor Hugo

AU - Alvarado-Suyo, Sofía Almendra

AU - Ocupa-Cabrera, Hitler Giovanni

PY - 2026/1/1

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KW - constructivist paradigm

KW - epistemology

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KW - meaningful learning

KW - pedagogical research

KW - teacher mediation

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DO - 10.3389/feduc.2026.1706921

M3 - Article

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VL - 11

JO - Frontiers in Education

JF - Frontiers in Education

M1 - 1706921

ER -

Beyond compliance: an onto-epistemic analysis of formative assessment practices in higher education

UN SDGs

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