PROMOCIÓN DEL APRENDIZAJE AUTORREGULADO A TRAVÉS DE LA EVALUACIÓN FORMATIVA EN LA EDUCACIÓN SUPERIOR: REVISIÓN SISTEMÁTICA (2020-2025)

Roberto Bellido-García; Patricia Huapaya-Collado; José Huaranga-Charapaqui; Gerardo Rejas-Borjas

doi:10.1590/SciELOPreprints.14716

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Roberto Bellido-García National University of San Marcos https://orcid.org/0000-0002-1417-3477
- Conceptualization
- Formal Analysis
- Investigation
- Methodology
- Writing – Original Draft Preparation
- Writing – Review & Editing
Patricia Huapaya-Collado Escuela de Educación Superior Pedagógica Pública Monterrico, Lima, Perú
- Conceptualization
- Formal Analysis
- Methodology
José Huaranga-Charapaqui National University of Education Enrique Guzmán y Valle https://orcid.org/0000-0002-0012-8667
- Investigation
- Formal Analysis
Gerardo Rejas-Borjas National University of San Marcos https://orcid.org/0000-0002-7679-4973
- Investigation
- Writing – Review & Editing

DOI:

https://doi.org/10.1590/SciELOPreprints.14716

Keywords:

Self-learning, metacognition, formative assessment

Abstract

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. The objective was to identify the main formative assessment strategies applied in university classrooms over the last six years. Searches in Scopus followed the guidelines of the PRISMA Statement, yielding 27 articles. This sample showed that formative assessment is an effective means of promoting self-regulated learning, with multimodal feedback standing out as the most applicable strategy. Likewise, self-regulated learning was closely related to metacognitive, motivational, and cognitive dimensions. It was concluded that the feedback-self-assessment/co-assessment-rubrics triad was useful in several publications, thanks also to educational technologies that maximized the impact of the pedagogical work.

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Author Biographies

Roberto Bellido-García, National University of San Marcos

Investigador acreditado por RENACYT, especializado en competencias interculturales y evaluación formativa. Experto certificado en análisis de datos cualitativos y ejerce como asesor de tesis. Su labor académica incluye artículos de investigación revisados por pares y publicados en revistas Scopus, Web of Science y SciELO. Además, cuenta con una amplia experiencia en la gestión pedagógica y administrativa de instituciones educativas.

Patricia Huapaya-Collado, Escuela de Educación Superior Pedagógica Pública Monterrico, Lima, Perú

Docente universitaria

José Huaranga-Charapaqui, National University of Education Enrique Guzmán y Valle

Docente universitario

Gerardo Rejas-Borjas, National University of San Marcos

Investigador acreditado por el Consejo Nacional de Ciencia, Tecnología e Innovación Tecnológica del Perú (CONCYTEC), registrado en RENACYT, y miembro del cuerpo docente de la Escuela de Posgrado de la Universidad Nacional Mayor de San Marcos. Sus estudios publicados en revistas indexadas se han centrado en las competencias interculturales y la evaluación formativa en contextos educativos.