In this paper, we analyze student’s perception of
their formative assessment in a databases course. Two forms
of feedback are analyzed: interactive questionnaires during
class time and self-assessment of lab practices. Qualitative data
gathered with a survey is used to conduct a grounded theory
qualitative study. Our aim is to understand those aspects of
formative assessment that contribute to their learning. The results
obtained show that students’ perception is positive for both
forms of feedback. Responses about what factors of formative
assessment contribute to their learning fall into four categories:
formative feedback, metacognitive control (reflective learning),
relevant learner activity, and social learning. It is also worth
mentioning that students’ perception of the formative assessment
analyzed has not been substantially affected by the COVID-19
impact on the learning environment.
