Formative assessment, academic performance and self-regulation of learning in basic education: a systematic review
DOI:
https://doi.org/10.70577/e6b65c53Keywords:
formative evaluation, academic performance, self-regulation of learning, basic education, feedbackAbstract
The use of formative evaluation strategies in basic education is an essential component to strengthen academic performance and promote learning self-regulation processes, by virtue of the fact that this approach goes beyond the traditional function of measurement and is oriented towards continuous feedback, the identification of difficulties and the adaptation of pedagogical practices according to the needs of the student. Through mechanisms such as self-assessment, analytical rubrics, reflective feedback and progressive performance monitoring, students develop greater levels of autonomy, critical thinking and metacognitive capacity, favoring a more active participation within the educational process. However, in many school contexts, a significant gap persists between the theoretical foundations of formative assessment and its actual implementation in classrooms, due to the predominance of models focused on summative assessment, limitations in teacher training and insufficient integration of methodologies aimed at self-regulated learning. In consideration of this problem, the objective of this research is to analyze the effectiveness of formative assessment strategies on academic performance and self-regulation in basic education students. The study is part of a systematic review developed under the PRISMA protocol, through an exhaustive search in high-impact databases such as Scopus, Web of Science and ERIC, carried out between 2021 and 2026, therefore, it is evident that tools such as reflective feedback, gamification and digital technologies optimize learning, although their impact on self-regulation is mediated by the cognitive maturity of students. The need to strengthen teacher training in reflective feedback techniques is highlighted, in order to strengthen evaluation as a driver of equity, continuous improvement and development of the competence of “learning to learn”.
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