Abstract

This article aims to analyze teachers´ appreciation of self-assessment and its relationship with students´ self-regulation processes. The methodology used is non-experimental design, with a mixed approach and a descriptive correlational level. An analytical-synthetic method is employed, using a survey technique and a review of advances in the field of formative evaluation in five education institutions in the sixth grade of secondary education, located in the cities of Pasto, Manizales, Bogotá, Villavicencio and the municipality of Talaigua (Bolívar) during the 2023 school year. The results indicate that teachers have limited knowledge about assessment methods, students lack awareness of self-regulation, and there are no incentives for self-assessment. It is concluded that it is essential to work in the classroom to improve understanding and periodic application of self-assessment and self-regulation through clear and agreed-upon criteria.

Keywords: cognitivism; learning; self-assessment; self-control; self-regulation