FORMATIVE ASSESSMENT AND STUDENT AUTONOMY: CHALLENGES OF PARADIGM SHIFT IN ACTIVE METHODOLOGIES

Abstract

Transformations in contemporary educational practices have broadened discussions on active methodologies, student protagonism, and forms of assessment that are more consistent with participatory and meaningful learning. In this context, this chapter discusses the relationship between formative assessment and student autonomy, considering the challenges involved in overcoming predominantly classificatory assessment practices. This is a theoretical and reflective study, with a qualitative approach and bibliographic nature, based on recent studies and established references in the educational field. The discussion addresses the shift from content transmission to the construction of learning, understanding assessment as a continuous process of monitoring, regulation, and pedagogical intervention. It also analyzes the role of feedback, self-assessment, and self-regulation in the progressive development of student autonomy. The discussion indicates that the adoption of active methodologies does not, by itself, guarantee pedagogical transformation when traditional conceptions of assessment remain unchanged. It concludes that this paradigm shift requires articulation between methodology, assessment, and teacher mediation, as well as clear criteria and effective student participation in monitoring their own learning.