Formative Assessment: Assessment Is for Self-regulated Learning

Educational Psychology Review

Volumn 24, Issue 2, 2012, Pages 205-249

  Clark, Ian ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Achievement; Autonomy; Collective efficacy; Feedback; Formative assessment; Lifelong learning; Meta cognition; Motivation; Self efficacy; Self regulated learning; Social cognitive theory (SCT); Social context; Sociocultural; SRL

Indexed keywords

EID: 84860434516     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-011-9191-6     Document Type: Review

References (199)

1. Abrams, L. M. (2007). Implications of high-stakes testing for the use of formative classroom assessment. In H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 8-28). New York: Teachers College Press.
2. Alexander, P. (2008). Why this and why now? Introduction to the special issue on metacognition, self-regulation and self-regulated learning. Educational Psychology Review, 20(4), 369-372.
3. Allal, L., & Lopez, L. M. (2005). Formative assessment of learning: A review of publications in French. In Organization of Economic Co-operation and Development, Formative assessment: Improving learning in secondary classrooms, (pp. 241-254). Paris: OECD Publishing.
4. Andersen, R. J., Reder, L. M., & Simon, H. A. (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
5. Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91-130.
6. Anderson, K. T., Zuiker, S. J., Taasoobshirazi, G., & Hickey, D. T. (2007). Classroom discourse as a tool to enhance formative assessment and practise in science. International Journal of Science Education, 29(14), 1721-1744.
7. Artzt, A. F., & Armour-Thomas, E. (1997). Mathematical problem solving in small groups: Exploring the interplay of students' metacognitive behaviors, perceptions, and ability levels. The Journal of Mathematical Behavior, 16(1), 63-74.
8. Artzt, A., & Yaloz-Femia, S. (1999). Mathematical reasoning during small-group problem solving. In L. Stiff and F. Curio (Eds.), Developing mathematical reasoning in grades K-12: 1999 yearbook (pp. 115-126). Reston: National Council of Teachers of Mathematics.
9. Assessment Action Group /AiFL Programme Management Group (AAG/APMG). (2002-2008). AifL-Assessment is for learning. Retrieved from http://www. ltscotland. org. uk/assess.
10. Assessment Reform Group (ARG). (1999). Assessment for learning: Beyond the black box. Cambridge: Cambridge University, School of Education.
11. Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
12. Ayala, C. C. (2005). Formative assessment guideposts. Science Scope, 28(4), 26-28.
13. Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
14. Bandura, A. (1977). Social learning theory. New York: General Learning Press.
15. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. NJ: Prentice-Hall.
16. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
17. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4, pp. 71-81. New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
18. Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
19. Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.
20. Barron, B. J. (2000). Achieving co-ordination in collaborative problem solving groups. Journal of the Learning Sciences, 9(4), 403-436.
21. Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.
22. Baumeister, R., Bratslavsky, E., Muraven, M., & Tice, D. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74(5), 1252-1265.
23. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
24. Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: Sharing the language learning road map with learners. Language Learning Journal, 34, 4-9.
25. Black, P., & McCormick, R. (2010). Reflections and new directions. Assessment & Evaluation in Higher Education, 34(5), 493-499.
26. Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5(1), 7-73.
27. Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
28. Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249-261.
29. Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and learning (pp. 9-25). London: Sage.
30. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
31. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire: Open University Press.
32. Blatchford, P., Baines, E., Rubie-Davies, C., Bassett, P., & Chowne, A. (2006). The effect of a new approach to group-work on pupil-pupil and teacher-pupil interactions. Journal of Educational Psychology, 98, 750-765.
33. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
34. Bose, J., & Rengel, Z. (2009). A model formative assessment strategy to promote student-centered self-regulated learning in higher education. US-China Education Review, 6(12), 29-35.
35. Brinck, I. (2007). Situated cognition, dynamic systems, and art: On artistic creativity and aesthetic experience. Janus Head, 9(2), 407-431.
36. Brophy, J. E. (2004). Motivating students to learn (2nd ed.). Lawrence Erlbaum: NY.
37. Bruce, L. B. (2001). Student self-assessment: Making standards come alive. Classroom Leadership, 5(1), 1-6.
38. Bruffee, K. A. (1993). Collaborative learning. Baltimore: Johns Hopkins U.
39. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
40. Cauley, M. C., & McMillan, J. H. (2010). FA techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
41. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49.
42. Choi, K., Nam, J., & Lee, H. (2001). The effects of formative assessment with detailed feedback on students' science learning achievement and attitudes regarding formative assessment. Science Education International, 12(2), 28-34.
43. Cleary, T., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empowerment program with urban high school students. Journal of Advanced Academics, 20(1), 70-107.
44. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Belknap Press of Harvard University Press.
45. Cook-Gumperz, J. (1986). The social construction of literacy. Cambridge: Cambridge University Press.
46. Corner, J. (1983). Textuality, communication and media power. In H. Davis & P. Walton (Eds.), Language, Image, Media (pp. 266-281). London: Blackwell.
47. Cornford, I. R. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357-368.
48. Crossouard, B. (2011). Using formative assessment to support complex learning in conditions of social adversity. Assessment in Education, 81(1), 59-72.
49. Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13(1), 9-19.
50. Deakin Crick, R. (2007). Learning how to learn: The dynamic assessment of learning power. The Curriculum Journal, 18(2), 135-153.
51. Deakin Crick, R., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI Project. Assessment in Education, 11(3), 247-272.
52. Dewey, J. (1938). Experience and education. New York: Simon and Schuster (1938/1997).
53. Dihoff, R. E., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004). Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback. The Psychological Record, 54, 207-231.
54. Dorn, S. (2010). The political dilemmas of formative assessment. Exceptional Children, 76(3), 325-337.
55. Doyon, C. (1992). Une pratique d'autoévaluation des apprentissages au primaire. In D. Laveault (Ed.), Les pratiques d'évaluation en education (pp. 75-86). Montmagny: Québec.
56. Doyon, C., & Juneau, R. (1991). Faire participer l'élève à l'évaluation de ses apprentissages. Laval, Québec: Beauchemin.
57. Dretske, F. (1981). Knowledge and the flow of information. New York: MIT Press.
58. Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research & Evaluation, 14 (7). Retrieved from http://pareonline. net/getvn. asp?v=14& n=7.
59. Edwards, R., & Usher, R. (2001). Lifelong learning: A postmodern condition of education? Adult Education Quarterly, 51(4), 273-287.
60. Edwards, A. D., & Westgate, D. P. G. (1994). Investigating classroom talk. London: Falmer.
61. Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
62. Eisner, E., & Peshkin, A. (Eds.). (1990). Qualitative inquiry in education. New York: Teachers College Press.
63. Feather, J., & Sturges, P. (1997). International encyclopedia of information and library science. London: Routledge.
64. Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget and Vygotsky. Educational Psychology Review, 20(4), 373-389.
65. Frederiksen, J., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27-32.
66. Freedman, D. H. (1992). Is management still a science? Harvard Business Review, 70(6), 26-38. Nov-Dec.
67. Gebhard, M. (1999). Debates in SLA studies: Redefining SLA as an institutional phenomenon. TESOL Quarterly, 36(3), 544-557.
68. Gillies, R. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1-2), 35-49.
69. Goddard, R. (1998). The effects of collective teacher efficacy on student achievement in urban public elementary schools, Dissertation, Ohio State University.
70. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.
71. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37, 479-507.
72. Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated meta-cognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 192-223.
73. Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships. Journal of Applied Psychology, 87(5), 819-832.
74. Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
75. Harlen, W. (2006). The role of assessment in developing motivation for learning. In J. Gardner (Ed.), Assessment and learning (pp. 61-80). London: Sage.
76. Harrison, M., Short, C., & Roberts, C. (2003). Reflecting on reflective learning: The case of geography, earth and environmental sciences. Journal of Geography in Higher Education, 27(2), 133-152.
77. Hattie, J. (1999). Influences on student learning. University of Auckland, New Zealand: Inaugural professorial lecture. Retrieved from citeseerx. ist. psu. edu/viewdoc/download?doi=10. 1. 1. 114. 8465. pdf.
78. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
79. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
80. Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the Council of Chief State School Officers (CCSSO). CCSSO: Washington, D. C.
81. Herman, J. L., Osmundson, E., & Silver, D. (2010). Capturing quality in formative assessment practice: Measurement challenges. CRESST Report 770. National Center for Research on Evaluation, Standards, and Student Testing. Retrieved from http://www. cse. ucla. edu/products/reports/R770. pdf.
82. Herrmann, J., & Höfer, C. (1999). Evaluation in der Schule - Unterrichtsevaluation, Bertelsmann Stiftung, Gütersloh.
83. Hinchliffe, G. (2006). Re-thinking lifelong learning. Studies in Philosophy and Education, 25(1/2), 93-109.
84. Hoskins, B. and Deakin Crick, R. (2008) Learning to Learn and Civic Competences: Different currencies or two sides of the same coin? EUR 23360. Ispra: European Commission-IEA (2008) International Civic and Citizenship Education Study Assessment Framework. Amsterdam: IEA.
85. Hoskins, B., & Fredriksson, U. (2008). Learning to Learn: What is it and can it be measured? European Commission Joint Research Centre (JRC), Institute for the Protection and Security of the Citizen, Centre for Research on Lifelong Learning (CRELL). Luxembourg: Office for Official Publications of the European Communities.
86. Hutchinson, C., & Hayward, L. (2005). The journey so far: Assessment for learning in Scotland. The Curriculum Journal, 16(2), 225-248.
87. Hwang, G., & Chang, H. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers and Education, 56(4), 1023-1031.
88. Irving, K. (2007). Teaching science in the 21st century: Formative assessment improves student learning. National Science Teachers Association (NSTA). Retrieved from http://www. nsta. org/publications/news/story. aspx?id=53559.
89. Jex, S. M., & Bliese, P. D. (1999). Efficacy beliefs as a moderator of the impact of work-related stressors: A multilevel study. Journal of Applied Psychology, 84(3), 349-361.
90. Johnson, D. W., & Johnson, R. (1975). Learning together and alone: Cooperation, competition and individualization. Englewood Cliffs: Prentice Hall.
91. Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn & Bacon.
92. Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated learning: What's the purpose? Educational Psychology Review, 20(4), 477-484.
93. Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23-52.
94. Kelley, E. C. (1962). The fully functioning self. In A. W. Combs (Ed.). Perceiving behaving becoming: A new focus for education. ASCD 1962 Yearbook. Washington D. C: ASCD Pub.
95. Kendall, J. S., Ryan, S., Weeks, S., Alpert, A., Schwols, A., & Moore, L. (2008). 21st Century skills: What do we expect of students? Denver: Mid-continent Research for Education and Learning.
96. Keshtan, M. H., Ramzaninezhad, R., Kordshooli, S., & Panahi, P. M. (2010). The relationship between collective efficacy and coaching behaviors in professional volleyball league of Iran clubs. World Journal of Sport Sciences, 3(1), 1-6.
97. Kirsh, D., & Maglio, P. (1995). On distinguishing epistemic from pragmatic action. Cognitive Science, 18(4), 513-549.
98. Köller, O. (2005). Formative assessment in classrooms: A review of the empirical German literature. In Organization of Economic Co-operation and Development, Formative assessment: Improving learning in secondary classrooms (pp. 265-279). Paris: OECD Publishing.
99. Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335-353.
100. Kuiper, R. A., & Pesut, D. J. (2004). Promoting cognitive and meta-cognitive reflection reasoning skills in nursing practice: Self-regulated learning theory. Journal of Advanced Nursing, 45(4), 381-391.
101. Kutnick, P., & Manson, I. (1998). Social life in the classroom: Toward a relational concept of social skills for use in the classroom. In A. Campbell & S. Muncer (Eds.), The social child. Hove: Psychology Press.
102. Lajoie, S. P. (2008). Metacognition, self-regulation, and self-regulated learning: A rose by any other name? Educational Psychology Review, 20(4), 469-475.
103. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
104. Lent, R. W., Schmidt, J., & Schmidt, L. (2006). Collective efficacy beliefs in student work teams: Relation to self-efficacy, cohesion, and performance. Journal of Vocational Behavior, 68, 73-84.
105. Looney, J., & Poskitt, J. (2005). New Zealand: Embedding formative assessment in multiple policy initiatives. In Formative assessment: Improving learning in secondary classrooms (pp. 177-184). Centre for Educational Innovation and Research. Paris: OECD.
106. Looney, J., Laneve, C., & Moscato, M. T. (2005). Italy: A system in transition. In Organization of Economic Co-operation and Development, Formative assessment: Improving learning in secondary classrooms (pp. 163-175). Paris: OECD Publishing.
107. Luria, A. R. (1979). The making of mind: A personal account of soviet psychology. Cambridge: Harvard University Press.
108. Macintyre, L. M., Buck, G., & Beckenhauer, A. (2007). Formative assessment requires artistic vision. International Journal of Education & the Arts, 8(4), 1-23. Retrieved from http://ijea. asu. edu/v8n4/.
109. Maddox, W. T., & Ing, D. (2005). Delayed feedback disrupts the procedural-learning system but not the hypothesis-testing system in perceptual category learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 31(1), 100-107.
110. Maddox, W. T., Ashby, F. G., & Bohil, C. J. (2003). Delayed feedback effects on rule-based and information-integration category learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 29, 650-662.
111. Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. Snow and M. Farr (Eds.), Aptitude, learning, and instruction: Cognitive and affective process analyses (pp. 223-253). Hillsdale, NJ: Erlbaum.
112. Mansell, W., James, M. & the Assessment Reform Group. (2009). Assessment in schools. Fit for purpose? A commentary by the Teaching and Learning Research Programme.
113. Matthew, C. T., & Sternberg, R. J. (2009). Developing experience-based (tacit) knowledge through reflection. Learning and Individual Differences, 19(4), 530-540.
114. McAlpine, L., & Weston, C. (2002). Reflection: Improving teaching and students learning. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 55-77). Dordrecht: Kluwer Academic Publishers.
115. McCaslin, M. (2004). Co-regulation of opportunity, activity and identity in student motivation: Elaboration on Vygotskian themes. In S. M. McInerney & S. van Etten (Eds.), Big theories revisited: Research on socio-cultural influences on motivation and learning (Vol. 4) (pp. 249-274). Information Age Publishing.
116. McCombs, B. L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 51-82). NY: Springer-Verlag.
117. McInerney, C. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science and Technology, 53(12), 1009-1018.
118. Mehmet, B. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education: An International Journal of Research and Studies, 26(7), 1439-1449.
119. Mercer, N. (1995). The guided construction of knowledge. Clevedon: Multilingual Matters.
120. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
121. Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.
122. Mercer, N., Dawes, L., & Wegerif, R. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-376.
123. Myhill, D., & Brackley, M. (2004). Making connections: Teachers' use of children's prior knowledge in whole class discussion. British Journal of Educational Studies, 52(3), 263-275.
124. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
125. Nisan, M. (1992). Beyond intrinsic motivation: Cultivating a sense of the desirable. In K. Oser, A. Dick, & J. L. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 126-138). San Francisco Jossey-Bass.
126. Niss, M. (1993a). Investigations in to assessment in mathematics education. Kluwer: Dordrecht.
127. Niss, M. (1993b). Cases of assessment in mathematics education. Kluwer: Dordrecht.
128. Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37.
129. Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. New York: OUP.
130. OECD/CERI. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: CERI/OECD.
131. OECD/CERI. (2008). Assessment for learning: Formative assessment. International Conference, Learning in the 21st Century: Research, Innovation and Policy. Paris: CERI/OECD. Retrieved from http://www. oecd. org/dataoecd/19/31/40600533. pdf.
132. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1(2), 117-175.
133. Pape, S. J., Bell, C. V., & Yetkin, İ. E. (2003). Developing mathematical thinking and self-regulated learning: A teaching experiment in a seventh-grade mathematics classroom. Educational Studies in Mathematics, 53(3), 179-202.
134. Partnership for 21st Century Skills (2009). P21 framework definitions. Retrieved from http://www. p21. org.
135. Paskevich, D. M., Brawley, L. R., Dorsch, K. D., & Widmeyer, W. N. (1999). Relationship between collective efficacy and team cohesion: Conceptual and measurement issues. Group Dynamics, 3(2), 210-222.
136. Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1), 17-31.
137. Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
138. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In: P. P. M. Z. M. Boekaerts (Eds.), Handbook of Self-Regulation (pp. 451-502). Orlando, FL: Academic Press.
139. Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
140. Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 250-284). San Diego: Academic Press.
141. Polanyi, M. (1967). The tacit dimension. NY: Anchor Books.
142. Popham, W. J. (2006). Phony formative assessments: Buyer beware! Educational Leadership, 64(3), 86-87.
143. Powell, W. W., & Snellman, K. (2004). The knowledge economy. Annual Review of Sociology, 30, 199-220.
144. Pressick-Kilborn, K., & Walker, R. (2002). The social construction of interest in a learning community. In D. M. McInerney & S. van Etten (Eds.), Research on sociocultural influences on motivation and learning, Vol. 2 (pp. 153-182). Greenwich: Information Age Publishing Inc.
145. Putney, L. G., & Broughton, S. H. (2011). Developing collective classroom efficacy: The teacher's role as community organizer. Journal of Teacher Education, 62(1), 93-105.
146. Rex, L. A., & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. NY: Taylor and Francis.
147. Rilling, J., Gutman, D., Zeh, T., Pagnoni, G., Berns, G & Kuts, C. (2002). A neural basis for social operation. Neuron, 35, 395-405.
148. Rogoff, B. (2003). The cultural nature of human development. NY: OUP.
149. Ruthven, K. (1994). Better judgment: Rethinking assessment in mathematics education. Educational Studies in Mathematics, 27(4), 433-450.
150. Rychen, D. S. (2003). Key competencies: Meeting important challenges in life. In D. S. Rychen & L. Hersch Salganik (Eds.), Key competencies for a successful life and a well-functioning society. Göttingen: Hogrefe & Huber.
151. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
152. Sampson, R. (2004). Neighborhood and community: Collective efficacy and community safety. New Economy, 11(2), 106-133. Retrieved from http://www. wjh. harvard. edu/soc/faculty/sampson/articles/2004_NewEc. pdf.
153. Sampson, R., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277(5328), 918-924.
154. Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
155. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science regulation: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139.
156. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
157. Schunk, D. H. (1998). Teaching elementary students to self-regulate practice of mathematical skill with modeling. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 137-159). NY: Guildford Press.
158. Schunk, D. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
159. Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208.
160. Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23(1), 7-25.
161. Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
162. Shepard, L. (2005a). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66-70.
163. Shepard, L. A. (2005b). Formative assessment: Caveat emptor. ETS Invitational Conference 2005. The Future of Assessment: Shaping Teaching and Learning, New York. Retrieved from http://www. cpre. org/ccii/images/stories/ccii_pdfs/shepard%20formative%20assessment%20caveat%20emptor. pdf.
164. Stajkovic, A. D., & Lee, D. (2001). A meta-analysis of the relationship between collective efficacy and group performance. Paper presented at the meeting of the Academy of Management, Washington D. C.
165. Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency and group performance: Meta-analyses of their relationships and test of a mediation model. Journal of Applied Psychology, 94(3), 814-828.
166. Sternberg, R. J., & Horvath, J. A. (Eds.). (1999). Tacit knowledge in professional practice. Mahwah: Lawrence Erlbaum.
167. Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
168. Storch, N. (2002). Patterns of interaction in ESL pairwork. Language Learning, 51(1), 119-158.
169. Tannen, D. (1993). Framing in discourse. Oxford: Oxford University Press.
170. Taylor, C. (1987). Overcoming epistemology. In Baynes et al. (Eds.), After philosophy: End or transformation? Cambridge: MIT Press.
171. Teasdale, J. D., Segal, Z. V., & Williams, M. G. (1995). How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness training) help? Behaviour Research and Therapy, 33(1), 25-39.
172. Thomson, I. (2004). Heidegger's perfectionist philosophy of education in Being and Time. Continental Philosophy Review, 37(4), 439-467.
173. Townshend, J., Moos, L., & Skov, P. (2005). Denmark: Building on a tradition of democracy and dialogue in schools. In Organization of Economic Co-operation and Development, Formative assessment: Improving learning in secondary classrooms, (pp. 117-128). Paris: OECD Publishing.
174. Turner, J. C. (2006). Measuring self-regulation: A focus on activity. Educational Psychology Review, 18(3), 293-296.
175. U. N. Convention on Contracts for the International Sale of Goods (1980, April 11). Retrieved from http://treaties. un. org/doc/Treaties/1988/01/19880101%2003-03%20AM/Ch_X_10p. pdf.
176. Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.
177. Voogt, J., & Kasurien, H. (2005). Finland: Emphasising development instead of competition and comparison. In Organization of Economic Co-operation and Development, Formative assessment: Improving learning in secondary classrooms, (pp. 149-162). Paris: OECD Publishing.
178. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
179. Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). New York and London: Plenum.
180. Wang, S.-L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23(5), 2256-2268.
181. Webb, N. M., Ender, P., & Lewis, S. (1986). Problem-solving strategies and group processes in small groups learning computer programming. American Educational Research Journal, 23(2), 248-262.
182. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillan.
183. White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering meta-cognition development. Educational Psychologist, 40(4), 211-223.
184. White, E. M. (1984). Holisticism. College Composition and Communication, 35(4), 385-502.
185. Wiliam, D. (2004) Assessment and the regulation of learning. Paper presented at Invited Symposium 'What does it mean for classroom assessment to be valid? Reliable?' at the annual meeting of the National Council on Measurement in Education, April 2004, San Diego, CA. Retrieved from http://www. michigan. gov/documents/mde/WiliamAssessmentarticle_201263_7. pdf.
186. Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 29-42). New York: Teachers College Press.
187. Wing-yi Cheng, R., Lam, S-f, & Chung-yan Chan, J. (2008). British Journal of Educational Psychology, 78(2), 205-221.
188. Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International encyclopedia of education (2nd ed., pp. 5738-5745). Oxford: Pergamon.
189. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego: Academic Press.
190. Winne, P. H., & Stockley, D. B. (1998). Computing technologies as sites for developing self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 106-136). NY: Guildford Press.
191. Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444.
192. Wolfson, B. (1977). A phenomenological perspective on curriculum and learning. In A. Molnar & J. Zahorik (Eds.), Curriculum theory. Washington: ASCD.
193. Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.
194. Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., et al. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335-359.
195. Young, V., & Kim, D. (2010). Using assessments for instructional improvement: A literature review. Education Policy Analysis Archives, 18(19), 1-40.
196. Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). NY: Springer-Verlag.
197. Zimmerman, B. J. (2000). Self-efficacy: An essential motivation to learn. Contemporary Educational Psychology, 25(1), 82-91.
198. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
199. Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.