Avaliação formativa e metacognição: contribuições e limites para a autorregulação da aprendizagem

Abstract

This study aims to analyze the relationship between formative assessment and the development of students’ metacognition in the teaching and learning process, considering the contributions and limits of this assessment practice for self-regulated learning. It is guided by the following research problem: to what extent can formative assessment contribute to the development of metacognition and self-regulated learning? This is a qualitative, bibliographic, and exploratory study, based on a survey and analysis of national and international academic publications available in the SciELO, ERIC, and Google Scholar databases. The corpus comprises 18 works published between 1967 and 2019, with no restriction by educational stage or age group, since most of these works are theoretical or review studies and, when they do specify a target population, cover students from basic to higher education. The discussion brings together the frameworks of Perrenoud, Black and Wiliam, and Hattie and Timperley, in the field of formative assessment, with those of Flavell, Brown, and Zimmerman, in the fields of metacognition, self-regulated learning, and the importance of teacher mediation in the process of learning and development. The literature analyzed indicates that formative assessment, when structured around qualitative feedback, self-assessment, peer assessment, and explicit learning criteria, can foster the development of metacognitive and self-regulatory processes. However, this contribution does not occur automatically; it is contingent on pedagogical, institutional, and cultural factors, especially on overcoming the centrality of grades and on the intentional use of evidence of learning. It is concluded that formative assessment has the potential to contribute to metacognitive and self-regulatory development, although its effectiveness depends on pedagogical intentionality, the quality of the assessment strategies, and the conditions under which they are implemented. Future studies should empirically investigate this relationship in different educational contexts.