Seminario de Investigación para optar al grado académico de Licenciado en EducaciónIn the context of formative assessment, which according to Nicol and MacFarlane-Dick (2006) corresponds to the type of assessment given that provides feedback on the performance of the learner in order to let the students be aware of their own process of learning; therefore, it improves the development of students in a self-regulated learning process. Additionally, for Bloom (1969), the purpose of formative evaluation is to provide feedback and correctives at each stage in the teaching-learning process, being both formative assessment and feedback two concepts directly related in the learning process. Along the same lines, Pintrich and Zusho (2002) had previously declared that the term self-regulation refers up to what extent university students’ regulation of their thinking, motivation, and behavior can vary during learning with the intention of empowering themselves as active learners. According to the MINEDUC (Ministerio de Educación de Chile) formative evaluation is the practice that evidences the performance of the learners, this performance is then obtained, interpreted and used for teachers and students in order to decide future steps.