Formative Assessment as a Strategy for Strengthening Meaningful Learning and Academic Autonomy among University Students

Abstract

Strengthening university learning requires assessment processes designed not only to evaluate performance but also to generate useful information for regulating, deepening and transforming learning processes. From this perspective, feedback, self-assessment, peer assessment and self-regulation are particularly relevant because they promote active student participation and the progressive construction of meaningful knowledge. The contribution of formative assessment to strengthening meaningful learning and academic autonomy among university students was analysed, taking into account the pedagogical mechanisms associated with these processes. A qualitative, descriptive and documentary study was conducted through a systematic review based on the PRISMA 2020 guidelines. The analysis identified a consistent relationship between formative assessment practices, deeper understanding of content, self-regulation and autonomous participation in academic activities. It also showed that the pedagogical value of these practices depends on the quality of feedback, the clarity of assessment criteria and the availability of opportunities for review and improvement. It is concluded that integrating these practices promotes more reflective and participatory learning processes, while supporting the progressive development of academic autonomy.