{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T10:31:38Z","timestamp":1773916298189,"version":"3.50.1"},"reference-count":89,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2026,3,16]],"date-time":"2026-03-16T00:00:00Z","timestamp":1773619200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Formative assessment is widely seen as a key teaching strategy to support student learning; however, evidence about its connection with self-regulated learning and the alignment between teachers\u2019 and students\u2019 perceptions remains mixed. This study explored the role of formative assessment in promoting self-regulated learning in lower secondary mathematics by incorporating both students\u2019 and teachers\u2019 viewpoints. From a co-regulatory perspective, formative assessment is considered a process developed through ongoing interactions between teachers and students and shared views of assessment practices. The sample included 305 students from Grades 5\u20139 and 39 mathematics teachers. Students reported their perceptions of formative assessment practices and self-regulated learning, while teachers reported their own practices. Analyses included Pearson correlation and multiple regression at the student level, along with class-level comparisons of teacher\u2013student perceptions and analyses of perceptual agreement. Results revealed that students\u2019 perceptions of formative assessment were positively linked to cognitive, metacognitive, behavioral, and motivational dimensions of self-regulated learning. Multiple regression results showed that different aspects of formative assessment significantly predicted students\u2019 self-regulation, with the greatest explained variance in behavioral self-regulation. Teachers believed they used more formative assessment practices than students perceived. Additionally, higher levels of perceptual agreement between teachers and students, especially in clarifying learning goals and gathering evidence of learning, were associated with increased behavioral regulation and motivational independence among students. These findings emphasize formative assessment in mathematics as a relational and co-regulatory process that relies on shared understanding between teachers and students.<\/jats:p>","DOI":"10.3390\/educsci16030452","type":"journal-article","created":{"date-parts":[[2026,3,16]],"date-time":"2026-03-16T15:21:16Z","timestamp":1773674476000},"page":"452","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Formative Assessment and Self-Regulated Learning in Lower Secondary Mathematics: Students\u2019 and Teachers\u2019 Perceptions"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4250-7040","authenticated-orcid":false,"given":"Vera","family":"Monteiro","sequence":"first","affiliation":[{"name":"EDUNOVA.ISPA\u2014Centro de Investiga\u00e7\u00e3o Interdisciplinar em Educa\u00e7\u00e3o, ISPA\u2014Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida, Rua Jardim do Tabaco, n\u00b0 34, 1149-041 Lisboa, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0009-0004-2727-763X","authenticated-orcid":false,"given":"Brunna Brito","family":"Passarinho","sequence":"additional","affiliation":[{"name":"EDUNOVA.ISPA\u2014Centro de Investiga\u00e7\u00e3o Interdisciplinar em Educa\u00e7\u00e3o, ISPA\u2014Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida, Rua Jardim do Tabaco, n\u00b0 34, 1149-041 Lisboa, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2026,3,16]]},"reference":[{"key":"ref_1","first-page":"20","article-title":"Teachers\u2019 professional judgement in assessment: A cognitive act and a socially situated practice","volume":"20","author":"Allal","year":"2013","journal-title":"Assessment in Education: Principles, Policy & Practice"},{"key":"ref_2","doi-asserted-by":"crossref","unstructured":"Andrade, H. 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