Resumo

AREIZA RESTREPO, Hugo Nelson. Role of Systematic Formative Assessment on Students' Views of Their Learnin. profile [online]. 2013, vol.15, n.2, pp.165-183. ISSN 1657-0790.

This article presents a partial report of a small qualitative research study that explored the students' views of their learning during and after the implementation of formative procedures such as self-assessment, feedback, and conferences. The article also includes their perceptions about this implementation. The research was carried out with a group of students of English enrolled in an extension program of a Colombian public university. The results showed that formative assessment helped these learners to be aware of their communicative competence and to perceive the situations in which they developed this awareness; it also enabled them to experience success in their learning. Also, learners identified the purposes of this kind of assessment and perceived formative assessment as a transparent procedure.

Palavras-chave : Autonomy; formative assessment; metacognition.

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