TRIPLO A: A Proposal for a Formative Assessment Framework in Higher Education from the Perspective of Metacognition and Feedback

Abstract

Objective: To present the theoretical foundation and systematization of the TRIPLO A framework (Acute Learning Assessment), a formative assessment tool developed to promote metacognition and continuous feedback in higher education. Methods: Theoretical essay based on narrative literature review and experience report from six years of implementation in health education disciplines. Results: The framework integrates theories of metacognition, self-regulated learning, formative feedback, and critical reflection into a practical structure of three reflective questions systematically applied at the end of each class. Implementation experience suggests contributions to metacognitive awareness development, improvement in doubt articulation, and strengthening of teacher-student relationships. Conclusions: The framework represents a contribution to the field of formative assessment in higher education, offering a simple and theoretically grounded approach that can be adapted to different educational contexts, particularly relevant for health education.