Metacognição e Avaliação Formativa na Prática Docente

Abstract

This article seeks to highlight the role of metacognition in the development of formative assessment, with an emphasis on self-assessment of learning, presenting data obtained in an empirical study on teacher metacognition regarding formative assessment, using a questionnaire survey. The data reveal high levels among participants in terms of both knowledge and metacognitive control in the field of formative assessment, in line with current methodological guidelines and legislation, which advocate this type of learning assessment. Teacher training in this area is important, as is the adoption of curricular infusion practices that promote the use of metacognitive strategies in the classroom.