Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of Where We Are, How We Got Here, and Where We Are Going

Autor/inn/en	Panadero, Ernesto; Andrade, Heidi; Brookhart, Susan
Titel	Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of Where We Are, How We Got Here, and Where We Are Going
Quelle	In: Australian Educational Researcher, 45 (2018) 1, S.13-31 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panadero, Ernesto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0258-y
Schlagwörter	Student Evaluation; Learning Processes; Formative Evaluation; Evaluation Methods; Self Management + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Learning process; Lernprozess; Selbstmanagement
Abstract	We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the field and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01