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AI Summary of Peer-Reviewed Research

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Formative assessment was associated with stronger metacognitive skills

Two secondary school students sit at classroom desks writing on papers with pens; the student in the foreground wears a blue plaid shirt and glasses while concentrating on their work, and a second student in a pink shirt is visible in the background, both engaged in written assessment or classwork.
Research area:Social SciencesEducationFormative assessment

What the study found

Formative assessment was statistically associated with stronger metacognitive skills among secondary students. The association was especially noted for metacognitive knowledge and regulation.

Why the authors say this matters

The authors conclude that formative assessment is relevant for curricular integration as an effective approach to enhancing students’ cognitive and metacognitive development. They also state that the findings indicate stronger self-regulation and autonomous learning.

What the researchers tested

The study was a quantitative analysis of 156 secondary students in 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, supported by SPSS, AMOS, and R.

What worked and what didn't

The proposed structural model showed a statistically significant association between formative assessment and metacognitive skills (β = 1.090; p < 0.001). Model fit indices were strong (comparative fit index = 1.000; Tucker-Lewis index = 0.999; root mean square error of approximation = 0.026), and the association was particularly evident in metacognitive knowledge and regulation.

What to keep in mind

The abstract does not describe limitations beyond the sample being limited to 156 students from Lima, Peru. No additional caveats are stated in the available summary.

Key points

  • Formative assessment was statistically associated with metacognitive skills in secondary students.
  • The association was especially noted in metacognitive knowledge and regulation.
  • The study analyzed data from 156 students in Lima, Peru.
  • The model fit indices reported were strong, including CFI = 1.000, TLI = 0.999, and RMSEA = 0.026.
  • The authors say the findings support curricular integration of formative assessment.

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:
Universidad San Ignacio de Loyola, National University of San Marcos, Universidad de San Martín de Porres, National University of Education Enrique Guzmán y Valle
Publication date:
2026-03-29
DOI:
10.29333/ejmste/18261
OpenAlex record:
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AI provenance: This post was generated by OpenAI. The original authors did not write or review this post.

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