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

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

Idioma original	Inglés
Número de artículo	1706921
Publicación	Frontiers in Education
Volumen	11
DOI	https://doi.org/10.3389/feduc.2026.1706921
Estado	Publicada - 1 ene. 2026

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Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

ODS 4: Educación de calidad

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10.3389/feduc.2026.1706921

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AU - Fernández-Bedoya, Víctor Hugo

AU - Alvarado-Suyo, Sofía Almendra

AU - Ocupa-Cabrera, Hitler Giovanni

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KW - meaningful learning

KW - pedagogical research

KW - teacher mediation

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M3 - Article

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JO - Frontiers in Education

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

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