Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going

Australian Educational Researcher

Volumn 45, Issue 1, 2018, Pages 13-31

  Panadero, Ernesto ^a   Andrade, Heidi ^b   Brookhart, Susan ^c  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

^b STATE UNIVERSITY OF NEW YORK   (United States)

^c DUQUESNE UNIVERSITY   (United States)

Author keywords

Assessment for learning; Classroom assessment; Coregulated learning; Formative assessment; Self assessment; Self regulated learning

Indexed keywords

EID: 85042510088     PISSN: 03116999     EISSN: 22105328     Source Type: Journal    
DOI: 10.1007/s13384-018-0258-y     Document Type: Article

References (62)

1. Allal, L. (2010). Assessment and the regulation of learning. In E. B. P. Peterson (Ed.), International encyclopedia of education (Vol. 3, pp. 348–352). Oxford: Elsevier.
2. Allal, L. (2016). The co-regulation of student learning in an assessment for learning culture. In L. Allal & D. Laveault (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 259–273). Cham: Springer.
3. Allal, L., & Lopez, L. M. (2005). Formative assessment of learning: A review of publications in French (pp. 241–264). Formative assessment: Improving learning in secondary classrooms.
4. Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. J. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York: Routledge.
5. Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillian (Ed.), SAGE handbook of research on classroom assessment (pp. 17–34). Los Angeles, CA: Sage.
6. Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. In L. Allal & D. Laveault (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 293–309). Heidelberg: Springer.
7. Andrade, H., & Brookhart, S. M. (Under review). Classroom assessment and the co-regulation of learning.
8. Andrade, H., Brookhart, S. M., Allal, L., Azevedo, R., Wiliam, D., & Winne, P. (2014). Toward a theory of classroom assessment as the regulation of learning. In Symposium presented at the American Educational Research Association, Philadelphia, PA, April 2014.
9. Andrade, H., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge.
10. Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544.
11. Baas, D. (2017). Assessment for learning: More than a tool. Ph.D., University of Maastrich.
12. Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2014). The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 36–46. https://doi.org/10.1111/bjep.12058.
13. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678.
14. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–73. https://doi.org/10.1080/0969595980050102.
15. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5.
16. Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York: Routledge.
17. Brookhart, S. M. (2005). Research on formative classroom assessment: State-of-the-Art. Paper presented at the Annual meeting of the American Educational Research Association, Montreal.
18. Brookhart, S. M. (2013). Classroom assessment in the context of motivation theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 35–54). Thousand Oaks: Sage.
19. Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343–368. https://doi.org/10.1080/00131911.2014.929565.
20. Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., et al. (2016). A century of grading research. Review of Educational Research, 86(4), 803–848. https://doi.org/10.3102/0034654316672069.
21. Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: SAGE.
22. Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(2014), 22–30. https://doi.org/10.14786/flr.v2i1.24.
23. Brown, G. T. L., & Harris, L. R. (2016). Handbook of human and social conditions in assessment. New York: Routledge.
24. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245.
25. Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6.
26. Council of Chief State School Officers (CCSSO). (2012). Distinguishing formative assessment from other educational assessment labels. Washington, DC: Author. Retrieved from http://www.ccsso.org/Documents/FASTLabels.pdf.
27. Crooks, T. J. (1988). The impact of classroom evaluation practice on students. Review of Educational Research, 58(4), 438–481.
28. Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x.
29. Dinsmore, D. L., & Wilson, H. E. (2016). Student participation in assessment: Does it influence self-regulation? In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (pp. 145–168). New York: Routledge.
30. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis. Exceptional Children, 53(3), 199–208. https://doi.org/10.1177/001440298605300301.
31. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487.
32. Hawe, E., & Dixon, H. (2017). Assessment for learning: A catalyst for student self-regulation. Assessment & Evaluation In Higher Education, 42(8), 1181–1192. https://doi.org/10.1080/02602938.2016.1236360.
33. Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. https://doi.org/10.1016/j.learninstruc.2009.08.005.
34. Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies In Educational Evaluation, 51, 126–136. https://doi.org/10.1016/j.stueduc.2016.10.008.
35. Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22(2), 155–175. https://doi.org/10.1207/s15326985ep2202_4.
36. Nicol, D., & McFarlane-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. https://doi.org/10.1080/03075070600572090.
37. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00422.
38. Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576. https://doi.org/10.14204/ejrep.30.12200.
39. Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales De Psicologia, 30(2), 450–462. https://doi.org/10.6018/analesps.30.2.167221.
40. Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement: Assessment for knowing and producing quality work. Abingdon: Routledge.
41. Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. https://doi.org/10.1016/j.edurev.2013.01.002.
42. Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004.
43. Panadero, E., Jonsson, A., & Strijbos, J. W. (2016a). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311–326). New York: Springer.
44. Panadero, E., Klug, J., & Järvelä, S. (2016b). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723–735. https://doi.org/10.1080/00313831.2015.1066436.
45. Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4.
46. Penuel, W. R., & Shepard, L. A. (2016). Social models of learning and assessment. In A. A. Rupp & J. P. Leighton (Eds.), Handbook of cognition and assessment: Frameworks, methodologies, and applications. Hoboken, NJ: John Wiley & Sons.
47. Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5(1), 85–102. https://doi.org/10.1080/0969595980050105.
48. Pintrich, P., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In J. Eccles & A. Wigfield (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.
49. Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska.
50. Pryor, J., & Crossouard, B. (2008). A socio-cultural theorisation of formative assessment. Oxford Review of Education, 34(1), 1–20.
51. Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206.
52. Reinholz, D. L. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301–315. https://doi.org/10.1080/02602938.2015.1008982.
53. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838.
54. Roth, A., Ogrin, S., & Schmitz, B. (2016). Assessing self-regulated learning in higher education: A systematic literature review of self-report instruments. Educational Assessment, Evaluation and Accountability, 28(3), 225–250. https://doi.org/10.1007/s11092-015-9229-2.
55. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/bf00117714.
56. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795.
57. Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-015-9172-5.
58. Veenman, M. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6(2), 205–211. https://doi.org/10.1007/s11409-011-9080-x.
59. Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001.
60. Wiliam, D. (2017). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2017.1401526.
61. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). San Diego, California: Academic Press.
62. Zimmerman, B., & Schunk, D. (Eds.). (2011). Handbook of self-regulation of learning and performances. New York: Routledge.