PROMOTING SELF-REGULATED LEARNING THROUGH FORMATIVE ASSESSMENT IN HIGHER EDUCATION: SYSTEMATIC REVIEW (2020-2025)
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Self-regulated learning is essential if you want students to be autonomous as part of their professional training. However, certain limitations must be addressed in terms of rigorous evidence of how formative assessment effectively promoted self-regulation in university students. In this context, the study aimed to identify the formative assessment strategies used in university education to promote self-regulated learning, according to scientific literature published between 2020 and 2025. The PRISMA protocol was adopted for the search in the Scopus database, and a selection of notable publications was obtained, including 27 original articles that met the inclusion and exclusion criteria. It was found that, in the 27 studies, formative assessment promoted self-regulated learning, with multimodal feedback being the most prevalent strategy, as it was part of 21 studies. In addition, self-regulated learning was linked in more than 50% of cases to metacognitive, motivational, and cognitive dimensions. It was concluded that formative assessment promotes self-regulation in higher education students, with the feedback-self-assessment/co-assessment-rubrics triad proving decisive, with adaptive technologies amplifying the effect.
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