<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000400414</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.64326</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FEEDBACKS E AUTORREGULAÇÃO DA APRENDIZAGEM NO ENSINO SUPERIOR: uma revisão de escopo]]></article-title>
<article-title xml:lang="en"><![CDATA[FEEDBACKS AND SELF-REGULATION ON LEARNING IN HIGHER EDUCATION: a scope review]]></article-title>
<article-title xml:lang="es"><![CDATA[RETROALIMENTACIONES Y AUTORREGULACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN SUPERIOR: una revisión de escopo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristofari]]></surname>
<given-names><![CDATA[Anna Laura Kerkhoff]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Irala]]></surname>
<given-names><![CDATA[Valesca Brasil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>414</fpage>
<lpage>433</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400414&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400414&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400414&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os processos avaliativos ganharam destaque nas pesquisas sobre o ensino superior, em âmbito internacional, nos últimos anos. Este trabalho apresenta uma revisão de escopo, a partir de artigos publicados na literatura internacional entre os anos de 2016 a 2021. Realizamos uma pesquisa na Plataforma Dimensions, com foco nas produções acadêmicas direcionadas a feedback e autorregulação no ensino superior. Com a finalidade de especificar a análise realizada, compartimento dos estudos foram divididos em três categorias: os que se referem às pesquisas que abordam a avaliação formativa; às pesquisas que abordam o feedback e a autorregulação da aprendizagem dos alunos e aos estudos sobre feedback dialógico. Conclui-se que a avaliação formativa não tem caráter classificatório, não se detém somente na nota final do processo e sim possui um papel de acompanhar a trajetória do ensino e da aprendizagem. Outra análise é o impacto do feedback entre pares, que melhora a escrita e o diálogo. Destacamos a avaliação formativa como meio de acompanhar o estado da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los procesos de evaluación han ganado protagonismo en la educación superior internacionalmente en los últimos años. Este trabajo presenta una revisión de alcance, a partir de artículos publicados en la literatura internacional en los años (2016 a 2021). Realizamos una investigación sobre la Plataforma Dimensions, enfocándonos en producciones académicas orientadas a la retroalimentación y autorregulación en la educación superior. Para concretar el análisis realizado, el compartimento de los estudios se dividió en tres categorías: los referidos a investigaciones que abordan la Evaluación Formativa; investigaciones que abordan la retroalimentación y la autorregulación del aprendizaje de los estudiantes y estudios sobre retroalimentación dialógica. Se concluye que la evaluación formativa no tiene un carácter clasificador. Mo solo tiene en cuenta la nota final del proceso, sino que tiene un rol para seguir la trayectoria de la enseñanza y el aprendizaje. Otro análisis es el impacto de la retroalimentación de los compañeros, que mejora la escritura y el diálogo. Destacamos la evaluación formativa como medio de seguimiento del estado de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[autoavaliação]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[self-assessment]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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