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This article addresses the research references that served as a starting point to develop a proposal for teacher training in the field of formative evaluation and the importance of feedback for the construction of significant learning in higher education. The analysis is based on the principles that relate the use of active methodologies, meaningful learning and teacher training in the complex approach of formative assessment of students today. It was approached from a qualitative perspective, through a rigorous bibliographical review and updated documentary material. It constitutes an important contribution to teacher training and practice in the post-pandemic educational context and provides substantial elements for improving the quality of the teaching-learning process from an integrative approach to didactics with a social constructivist approach.
