ENHANCING STUDENTS' LEARNING AUTONOMY THROUGH FORMATIVE ASSESSMENT AND REFLECTIVE TEACHING PRACTICES

Developing students’ learning autonomy has become an essential objective of contemporary education, as learners are increasingly expected to take responsibility for their academic progress, evaluate their performance, and independently regulate their learning activities. This article examines the pedagogical potential of formative assessment and reflective teaching practices in supporting students’ autonomy and self-regulated learning. The study adopts a qualitative theoretical approach based on the analysis and synthesis of scholarly literature concerning assessment for learning, metacognition, feedback, and student-centered instruction. Particular attention is devoted to the relationship between constructive feedback, self-assessment, reflective learning, and the development of independent decision-making skills. The analysis indicates that formative assessment can promote learner autonomy when assessment criteria are transparent, feedback provides actionable guidance, and students are given opportunities to monitor and revise their work. A four-stage pedagogical framework is proposed, integrating learning objectives, assessment evidence, reflection, and instructional adjustment. The study concludes that formative assessment should be understood as a continuous pedagogical interaction that supports students’ development as active and responsible participants in the educational process. Keywords: learner autonomy, formative assessment, reflective teaching, self-regulated learning, pedagogical strategies, student-centered education, metacognition, feedback