Self-assessment as a tool for regulating learning

As an integral part of the teaching and learning process, the assessment of student learning, and the way it is implemented, stems from the development of the entire process. Several studies have pointed to the discrepancy between legislation and its implementation, but also to a certain gap between teachers’ conceptions and practices in assessing their students’ learning, especially with regard to formative assessment or assessment for learning. Without generalizing the results achieved, we have found that it is possible to overcome the various difficulties identified in so much research and work daily to promote meaningful learning, because by teaching students to self-assess, teachers aim to help them learn to analyze their work, developing critical thinking and autonomy, and with them, self-regulation. More than consumers, students should be creators, taking the lead in constructing their own learning. Teachers have the tremendous responsibility of guiding the way forward in the right direction, never forgetting that the school experience shapes students’ lives.