Resumo

CRISTOFARI, Anna Laura Kerkhoff  e  IRALA, Valesca Brasil. FEEDBACKS AND SELF-REGULATION ON LEARNING IN HIGHER EDUCATION: a scope review. Revista Teias [online]. 2022, vol.23, n.71, pp.414-433.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.64326.

The evaluation processes have gained prominence in higher education research in the international line in recent years. This work presents a scope review, based on articles published in the international literature in the years (2016 to 2021). We carried out a research on the Dimensions Platform, focusing on academic productions aimed at feedback and self-regulation in higher education. In order to specify the analysis carried out the compartment of the studies, they were divided into three categories: those referring to research that address Formative Assessment; researches that address feedback and self-regulation of student learning; and studies on dialogic feedback. It is concluded that the formative assessment does not have a classification character, it does not only hold the final grade of the process, but has a role to follow the trajectory of teaching and learning. Another analysis is the impact of peer feedback that improves writing and dialogue. We highlight formative assessment as a means of monitoring the state of learning.

Palavras-chave : higher education; formative assessment; self-assessment.

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