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The objective of this article is to analyze how Information and Communication Technologies (ICT) help to promote the development of formative evaluation in the subject of natural sciences in primary education. To do this, from a theoretical perspective, important ICT components such as interactivity, collaborative learning and digital feedback are associated with key aspects in the development of formative assessment, among which attention to the process, self-regulation of knowledge, interactivity and autonomy of students. All this from the perspective of the teaching and learning processes of the natural sciences, which require a significant process of appropriation of knowledge as a means of knowing the world and understanding the functioning of physical, chemical and natural phenomena. The development of a qualitative, descriptive methodology is presented, based on the collection of literature from articles published in the last 9 years on topics such as formative evaluation, ICT in education and learning in the subject of natural sciences. In particular, it is concluded that ICTs help to promote better monitoring of learning processes through information systematization tools, data analysis, feedback and autonomous learning, which favorably affects the development of a formative evaluation that affects really in the quality of the learning processes, interest and motivation of the students
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