What the study found
The study found a statistically significant association between formative assessment and metacognitive skills among secondary-level students. The association was especially noted for metacognitive knowledge and regulation.
Why the authors say this matters
The authors conclude that the findings suggest formative assessment is relevant for curricular integration as an effective approach to enhancing students’ cognitive and metacognitive development. They also suggest it is linked with stronger self-regulation and autonomous learning.
What the researchers tested
The researchers conducted a quantitative study with 156 students from Lima, Peru. Students completed two validated questionnaires: one on formative assessment practices and one on metacognitive awareness, and the data were analyzed using structural equation modeling with diagonally weighted least squares estimation.
What worked and what didn't
Formative assessment showed a statistically significant relationship with metacognitive skills (β = 1.090; p < 0.001). The model fit indices reported in the abstract were very strong, including a comparative fit index of 1.000, a Tucker-Lewis index of 0.999, and a root mean square error of approximation of 0.026.
What to keep in mind
The abstract does not describe limitations beyond the study setting and sample size. The results are based on secondary-level students from Lima, Peru, so the scope described in the summary is specific to that group.
Key points
- The study found a statistically significant association between formative assessment and metacognitive skills.
- The association was especially noted for metacognitive knowledge and regulation.
- The sample included 156 secondary-level students from Lima, Peru.
- The researchers used two validated questionnaires and structural equation modeling.
- The abstract reports strong model fit indices.
Disclosure
- Research title:
- Formative assessment was associated with stronger metacognitive skills
- Authors:
- Roberto Santiago Bellido-García, José Corro-Quispe, Marco Rodriguez-Huamán, José Huaranga-Charapaqui, Roxana García Cavero, Gerardo Rejas-Borjas
- Institutions:
- National University of Education Enrique Guzmán y Valle, National University of San Marcos, National University of San Marcos, Universidad de San Martín de Porres, Universidad San Ignacio de Loyola, Universidad San Ignacio de Loyola
- Publication date:
- 2026-03-29
- OpenAlex record:
- View
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