Abstract
In higher education, the assessment of learning is an activity that challenges teachers from different areas of knowledge. This fact was evidenced in the recent experience of migration to online teaching with the use of contemporary digital technologies as mediators in the pedagogical process, as a result of the COVID-19 pandemic. Considering the possibility of these technologies being definitively incorporated into university education, this new scenario would require, more than ever, the adoption of principles and practices that encourage students’ autonomy, related to their own learning and pedagogical practices that promote self-regulation. The present work aims to present an overview of the research and considerations on the relationship between formative assessment and self-regulation of learning in the last two decades (2003 to 2021), with an emphasis on international literature and focusing on higher education. The methodology adopted is a narrative review of the literature. The findings of this review point to a growing integration between the theoretical fields of formative assessment and self-regulation of learning, as well as the necessity to improve feedback practices, both in teacher-led assessments and in self-assessments and peer reviews.
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