Formative assessment as a predictor of metacognitive skills: A structural equation modeling study

Abstract

One of the central challenges in contemporary education lies in fostering autonomous and reflective thinking. Within this context, the present quantitative study investigates the role of formative assessment in promoting metacognitive skills at the secondary level. The sample comprised 156 students from Lima, Peru, who completed two validated instruments: the formative assessment practices questionnaire and the metacognitive awareness inventory, both of which demonstrated satisfactory reliability. Data were analyzed using structural equation modeling, with parameter estimation conducted under the diagonally weighted least squares method and supported by SPSS, AMOS, and R. The findings indicate a statistically significant association between formative assessment and metacognitive skills (β = 1.090; p < 0.001), particularly in the dimensions of metacognitive knowledge and regulation. Model fit indices (comparative fit index = 1.000; Tucker-Lewis index = 0.999; root mean square error of approximation = 0.026) confirmed the robustness of the proposed structural configuration. Overall, the results suggest that formative assessment is associated with stronger self-regulation and autonomous learning, underscoring its relevance for curricular integration as an effective approach to enhancing students’ cognitive and metacognitive development.