Post-test as a learning space: a critical-reflective practice report in initial teacher education

Authors

DOI:

https://doi.org/10.5902/2318133895213

Keywords:

formative assessment; higher education; self-regulation; teacher education; reflective practice

Abstract

This pedagogical practice report presents the implementation of a post-test reflection tool as a formative learning space for Pedagogy students in northern Brazil. The objective was to foster metacognition, self-regulation, and student protagonism through the critical analysis of correct and incorrect responses recorded in the assessment, using a post-test reflection form. The practice was structured in four stages: general feedback, guided individual reflection, pair discussion, and personalized affirmation messages sent by the instructor. The use of the tool encouraged focus on self-reflection, revealing difficulties related to interpretation and emotional aspects. Discussions in pairs expanded study strategies and time management, while teacher interventions promoted autonomy and the appreciation of errors as part of the learning process. The results showed greater engagement, self-regulation, and conceptual deepening. The evidence supports research on metacognition and learner’ protagonism, highlighting the relevance of practices that stimulate reflection on one’s own ways of learning. Such practices foster the development of autonomous and self-regulated learning skills, which are essential for future teaching practice.

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Author Biography

Karla, Faculdade Adventista da Amazônia

Karla A. C. Oliveira é educadora e pesquisadora com sólida formação na área de Humanas e Ciências Sociais Aplicadas. Graduou-se em Pedagogia pela Faculdade Adventista de Educação do UNASP e em Letras – Português pelo Centro Universitário Ítalo-Brasileiro. Ao longo de sua trajetória acadêmica, aprimorou sua prática com uma pós-graduação em Psicopedagogia pela Universidade Estadual da Paraíba, uma especialização em Metodologias Ativas e Inovação da Aprendizagem pela Faculdade Brasileira Multivix, e em Psicologia e Desenvolvimento da Aprendizagem, além de um MBA em Gestão de Recursos Humanos, ambos pela UMFG. Concluiu seu Ph.D. em Educação, consolidando uma base robusta para suas atividades de ensino, pesquisa e desenvolvimento acadêmico.

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Published

2026-02-27

How to Cite

Karla Adriane Corrêa. (2026). Post-test as a learning space: a critical-reflective practice report in initial teacher education. Regae: Revista De Gestão E Avaliação Educacional, e95213. https://doi.org/10.5902/2318133895213

Issue

v. 15, n. 24, 2026, publicação contínua

Section

Artigos

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