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Introduction The COVID-19 pandemic significantly transformed higher education, accelerating the adoption of hybrid learning models. These models combine face-to-face and virtual instruction, posing both opportunities and challenges for teaching and assessment. In the context of optometry education, this study explored how formative assessment strategies are perceived and implemented within a hybrid modality in the “Binocular Vision Anomalies” Learning Unit at the National Polytechnic Institute. Material and methods A non-experimental, descriptive-correlational study was conducted with 73 optometry students enrolled in the evening shift. A Likert-type questionnaire, adapted and validated from a prior study, was administered through Google Forms. The instrument included 14 closed items and 2 open-ended questions. Descriptive statistics and Spearman's Rho correlation coefficient were used to analyze the relationship between students' perceptions of hybrid education and formative assessment. Results The analysis revealed a moderate positive correlation (Spearman's Rho = +0.65) between the hybrid modality and the perceived effectiveness of formative assessment. Students reported favorable views of hybrid learning, particularly in terms of curricular planning and use of technological resources. Clinical case analysis was identified as the most effective assessment strategy, while alignment with learning styles and teaching methodology were key factors in students' preferences. Conclusion The findings suggest that hybrid education facilitates effective formative assessment, supporting active learning and personalized feedback. However, the moderate correlation also indicates the influence of additional variables. These results underscore the need to optimize formative assessment strategies tailored to hybrid contexts, integrating digital tools while maintaining coherence with pedagogical objectives.
