The purpose of this article is to explore the concepts of formative assessment, specifically those related to the feedback given by the teacher and the learner's peers on the difficulties identified and the way in which the learner, through the conclusions reached from the reflective and shared dialogue, transforms the error into a learning opportunity. However, this process remains fixed on understanding the existence of the difficulty, but not the transition between the learning achieved in the classroom and the real context of the learner.

A reflection is made about the real purpose of formative assessment as a link between the learning and skills achieved in the school setting and the praxis of everyday reality.