SELF-ASSESSMENT AND METACOGNITION: PATHS FOR AUTONOMOUS LEARNING

Abstract

This study aimed to analyze the relationship between self-assessment, metacognition, and autonomous learning, with the purpose of understanding how these practices influence the development of a critical, reflective, and independent student. The research problem was to identify how the integration of these practices in the educational process can impact students' academic performance and their ability to self-regulate. The methodology adopted was a bibliographic review, with the analysis of studies and theories related to the practices of self-assessment, metacognition, and autonomous learning. The results indicated that self-assessment and metacognition, when applied in an integrated manner, favor students' constant reflection on their learning strategies, contributing to the identification of strengths and areas for improvement. The research also showed that these practices have a positive impact on students' autonomy, as they make them responsible for their own learning. However, significant challenges were identified in the implementation of these practices, such as the lack of adequate training for educators and student resistance. The final considerations highlighted the importance of promoting the development of autonomous students and the need for studies to investigate how to overcome the obstacles encountered in the application of these practices in the educational context.