EXPLORING THE RELATIONSHIP BETWEEN METACOGNITIVE AWARENESS AND FORMATIVE ASSESSMENT PRACTICES IN HIGHER EDUCATION: A CASE STUDY APPROACH

this thesis explores the relationship between metacognitive awareness and formative assessment practices in higher education through a case study approach. Metacognition, or the awareness of one's cognitive processes, plays a significant role in enhancing student learning by enabling students to regulate their learning activities more effectively. Formative assessment, defined as ongoing feedback during the learning process, provides critical opportunities for students to monitor and adjust their learning strategies. The purpose of this study is to investigate how metacognitive awareness influences students' responses to formative assessment practices and how these assessments, in turn, foster the development of metacognitive skills.