Relación entre la evaluación formativa y la autorregulación del aprendizaje en los procesos de enseñanza aprendizaje en estudiantes de segundo semestre de la Carrera de Psicopedagogía de una universidad pública de Quito.

Abstract

Abstract: This study was conducted to establish the relationship between formative assessment and self-regulated learning in second-semester students of the Psychopedagogy program at a public university in Ecuador. A quantitative approach was adopted, with a cross-sectional design and a relational scope. The sample consisted of 260 students who completed a validated survey. The data, analyzed using descriptive statistics in SPSS software, revealed a positive to moderate, statistically significant relationship between the variables. A high level of formative assessment application was observed in terms of self-regulatory processes, such as monitoring, reflection, and strategy adjustments. However, planning and clear goals need improvement. It is concluded that formative assessment is positively to moderately related to self-regulated learning in the students studied. Furthermore, the diagnostic nature of the assessment, the monitoring, the feedback, and the regulatory assessment contribute to the.