FORMATIVE ASSESSMENT AND SELF-REGULATION OF LEARNING IN THE FINAL YEARS OF PRIMARY EDUCATION

Abstract

Learning assessment from a formative perspective is conducted continuously throughout the teaching and learning process to monitor student progress. This assessment is generally more informal and uses feedback as an essential tool. Feedback is a self-regulatory mechanism that helps students adjust their learning strategies. This work, which is the result of a master's degree research project, employed a qualitative approach and aimed to analyze the conception and practice of formative assessment and self-regulation of learning among teachers in the final years of elementary school who work in a private school system in the Northeast region of Brazil. Data were collected through semi-structured interviews with 14 teachers. Responses were transcribed and organized into a thematic content analysis protocol. The results showed that teachers understand the continuity and processual nature of formative assessment, but some demonstrated little or no knowledge of the concept. Regarding self-regulated learning, most demonstrated knowledge or some understanding of the topic. However, several reports of disbelief regarding self-regulated learning were found, claiming that adolescents in the final years of elementary school lack sufficient maturity to develop it.