From Feedback to Autonomy: Exploring the Relationship Between Formative Assessment and Self-Regulation in Mathematics Learning Among Portuguese Students

• In Event: Exploring Formative Assessment Practices and Policies in Latin American and European Countries: A Cross-national Comparative Overview

Abstract

Formative assessment has increasingly been recognized over the past decade as an effective pedagogical approach for fostering self-regulated learning (SRL). Research shows that strategies such as continuous feedback, self-assessment, and peer assessment significantly enhance students’ autonomy, metacognitive awareness, and academic engagement. Meta-analyses and longitudinal studies support the role of formative practices in the sustained development of self-regulatory skills, particularly when implemented through consistent and adaptive instructional approaches. The present study aimed to examine the associations between students’ perceptions of formative assessment practices and the dimensions of their self-regulated learning. Additionally, it sought to determine the extent to which formative assessment predicts specific aspects of SRL. The sample consisted of 409 middle school students aged between 12 and 15 years (M ≈ 13.5), with a predominance of female participants (69.4%). Students were distributed across the 7th (30.8%), 8th (34.2%), and 9th (34.7%) grades. Data were collected using two questionnaires. The first assessed students’ self-regulated learning strategies in mathematics, including cognitive/metacognitive, behavioral, and motivational dimensions. The second measured students’ perceptions of formative assessment practices used by their mathematics teachers, covering three core dimensions: Dialogic Feedback, Planning and Strategies, and Social Regulation and Support. Pearson’s correlation coefficients were used to explore relationships between variables, and multiple linear regression analysis was conducted to examine predictive effects.

Results showed that Autonomous Regulation was the most strongly correlated with all formative assessment dimensions. Planning and Strategies was significantly associated with almost all SRL dimensions, particularly Metacognitive and Behavioral regulation. Dialogic Feedback correlated positively with Metacognitive and Controlled Regulation. Regression analyses indicated that Planning and Strategies was the strongest predictor of SRL, except for Controlled Regulation, while Dialogic Feedback predicted Metacognitive and Controlled Regulation. Social Regulation and Support demonstrated fewer associations, suggesting a more limited predictive role.

These findings offer several practical implications for mathematics education. First, mathematics teachers should design instruction that actively engages students in setting learning goals and success criteria. Second, feedback should be structured to foster autonomy and self-reflection rather than control, thus supporting students’ intrinsic motivation. Finally, social regulation practices should be reinforced through cooperative methodologies and meaningful peer interaction, promoting an emotionally safe environment for self-regulated learning in mathematics. We believe that educational institutions should invest in professional development for teachers to effectively and consistently implement formative assessment strategies. Embedding formative practices into daily instruction fosters a culture of feedback and reflection, empowering students to take ownership of their learning.

Author

• Vera Monteiro, ISPA-Instituto Universitário