PROMOCIÓN DEL APRENDIZAJE AUTORREGULADO A TRAVÉS DE LA EVALUACIÓN FORMATIVA EN LA EDUCACIÓN SUPERIOR: REVISIÓN SISTEMÁTICA (2020-2025)
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Si se desea un estudiante autónomo, resulta fundamental el aprendizaje autorregulado a través de la investigación formativa como parte de la formación profesional. No obstante, deben cubrirse ciertas limitaciones en lo referido a evidencias rigurosas de cómo la evaluación formativa, promueve de manera efectiva la autorregulación en los alumnos universitarios. Sobre esta cuestión, se realizó una Revisión Sistemática de la Literatura (RSL), cuyo objetivo fue conocer las principales estrategias de evaluación formativa aplicadas en las aulas universitarias en los últimos seis años. Las búsquedas en Scopus siguieron las pautas de la Declaración PRISMA, con lo que se obtuvo 27 artículos. En dicha muestra se evidenció que la evaluación formativa es un medio eficaz para el fomento del aprendizaje autorregulado, destacando el feedback multimodal como la estrategia de mayor aplicabilidad. Asimismo, el aprendizaje autorregulado tuvo una estrecha relación con dimensiones metacognitivas, motivacionales y cognitivas. Se concluyó que la tríada feedback - autoevaluación/coevaluación - rúbricas tuvo utilidad en varias publicaciones, gracias también a tecnologías educativas que maximizaron el impacto de la labor pedagógica.
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