Introduction: The purpose of this study was to investigate the relationship between formative assessment with academic engagement and the use of meta-cognitive strategies in medical students.
Methods: The present study is descriptive-correlational in terms of data collection method and in terms of applied purpose. Three instruments of academic engagement (Frederic et al), evaluation of classroom approach (Yousefi afrashteh.) And a part of Pintrich strategies self-regulation strategies questionnaire were used to measure metacognitive strategies of students. The population of this study consisted of continuous or discontinuous undergraduate students of the Faculty of Paramedicine of Iran University of Medical Sciences and Tehran University who were studying in these two universities during the second semester of the academic year of 2016-17. Using Cochran formula, 345 of them were selected through targeted sampling and Classes were selected. Pearson correlation coefficient with significance level of 0.05 was used for data analysis.
Results: Formative assessment with subscales of academic engagement and its sub-scales (planning, monitoring, control and regulation) have positive and significant correlation coefficients. There was also a positive and significant correlation between formative assessment and students' metacognitive strategies. Both research hypotheses were confirmed.
Conclusions: As a result of the findings of this study, it can be concluded that the use of the teacher from the formative assessment in medical science classes leads to the growth of students' academic engagement and their further use of meta-cognitive strategies in learning.