Self-regulation, evaluation, and promotion of learning through the practice of memory recovery

Letícia Horn Oliveira Lilian Milnitsky Stein About the authors


This article intends to discuss evaluation as a promoter of the learning processes in the classroom, in addition to the exam. For this, it brings the discussion about "the test effect" as a methodology in the service of the consolidation of memory in the processes of teaching and self-regulation of the study by the students. Frequently testing learned content can optimize teaching and modify the way classroom processes are conducted today. The knowledge of metacognitive strategies of learning leads to a greater empowerment of students in the management of learning, consolidating the role of the teacher as a mediator of knowledge.

Evaluation; learning; memory

Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), Rua Aimberê, 2053 – Perdizes., CEP 01258-020 São Paulo – SP - Brasil , Fone/Fax (11) 3862-5359 - Maringá - PR - Brazil