This article presents a continuous and formative assessment methodology implemented in the theoretical classes of various technical subjects taught by instructors from the Department of Electronic Technology in the Industrial Electronics Engineering Degree, specifically in Basic Electronics, Digital Electronics, and Power Electronics courses. In these subjects, continuous assessment is conducted through partial tests covering different topics, allowing immediate feedback to be provided to students within the classroom. After these assessments are graded and results are published on the digital platform of each course, a dedicated theoretical session is held for error review. In this session, the most common mistakes are collectively discussed, enabling students to identify patterns in their errors, critically reflect on their weaknesses, and address specific concepts that they have not yet fully mastered.

This educational approach is grounded in learning from errors, a method that promotes the development of deep and meaningful learning. The methodology aligns with the principles of formative assessment, as continuous feedback and the active correction of mistakes create an environment in which students actively engage in their learning process. This approach helps students recognize their strengths and areas for improvement, leading to increased self-awareness of their academic performance and fostering self-assessment skills. Moreover, this methodology promotes the development of self-management skills, which are essential for autonomous learning and success in higher education. Preliminary results from this implementation indicate that students experience significant improvements in theoretical concept comprehension and a higher retention of knowledge over the course. Additionally, an increase in active participation and a more positive attitude toward the subject matter have been observed, translating into higher grades and better evaluations of the teaching faculty.

This article explores the benefits of this assessment methodology, its positive impact on academic performance, and opportunities for its implementation in other courses. This approach could be applied across different knowledge areas, contributing to enhancing the quality and effectiveness of learning in technical education and meeting the growing demands for practical, applied training in higher education.

Keywords: Active Teaching Methodology, Error-Based Learning, Technical Education, Competency Development, Critical Reflection.