Formative Assessment and Self-Regulated Learning in Lower Secondary Mathematics: Students’ and Teachers’ Perceptions

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’ and students’ perceptions remains mixed. This study explored the role of formative assessment in promoting self-regulated learning in lower secondary mathematics by incorporating both students’ and teachers’ 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 5–9 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–student perceptions and analyses of perceptual agreement. Results revealed that students’ 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’ 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.