The Formative assessment, or assessment for learning, is integrated into the teaching and learning process and is carried out continuously with assessment criteria for the various learning tasks, which must be known and internalized by the students. As a fundamental procedure in the practice of formative assessment, the feedback that results from the assessment made by the teacher or the students is the information given by the teacher or the students about the learning done by the student, about what they need to improve or deepen and what they need to do to achieve this, self-regulating their learning processes. If the feedback given by the teacher or students is important for self-regulation of learning, so is the feedback that students give the teacher about the strategies, tasks and resources used in the teaching process, informing him or her about those that have best enabled learning and those that need to be changed or replaced so that students learn better, because in a comprehensive and in-depth way.

Considering the importance of student-teacher feedback for improving teaching and learning processes, we implemented the practice in the 2023/2024 school year and formulated the following research question: what are the perceptions of the seven students in the Communication Networks class of the Computer Technician-Systems vocational education course? We therefore set ourselves the following objectives: to implement the practice of student-teacher feedback in the subject of Communication Networks, in the Computer Technician-Systems vocational course; to understand the perceptions of these students about the advantages of student-teacher feedback in learning and teaching; to verify the improvements in student learning in the subject of Communication Networks with the practice of student-teacher feedback.

Method:
The practice of student-teacher feedback in the Communication Networks class of a professional course in Computer Technician - Systems, level 4 of the National Qualifications Framework, was carried out by having all seven students in the class fill in a questionnaire contained eight questions. This questionnaire was made available in the Microsoft Forms application on the Microsoft Office 365 platform. At the end of each lesson, the students filled in the questionnaire anonymously to give the teacher feedback on the strategies, teaching and learning tasks, teaching resources used, understanding of the assessment criteria and self-regulation of learning. Through the continuous practice of student-teacher feedback, it was possible to verify their perceptions of the advantages of this feedback in improving their learning.

Results and discussion:
Through the continuous practice of student-teacher feedback via the questionnaire, it is possible regard to teaching, the students noted the teacher's concern to provide “more explanatory” texts on the content and technical procedures covered in class; the carrying out of “more practical” learning tasks with different response possibilities; more appropriate management of the time taken to carry out the tasks depending on the students' performance; diversification of the teaching resources used in the teaching and learning process. As far as learning is concerned, the students have shown greater motivation and autonomy in their learning.

Keywords: Formative assessment, feedback, students.