Building upon Synergies among Self-Regulated Learning and Formative Assessment Research and Practice

Autor/in	Greene, Jeffrey A.
Titel	Building upon Synergies among Self-Regulated Learning and Formative Assessment Research and Practice
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 4, S.463-476 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1802225
Schlagwörter	Self Management; Learning Strategies; Formative Evaluation; Evaluation Research; Educational Research; Student Evaluation; Teacher Role; Feedback (Response); Data Use + Suchen Sie Ihr Suchwort? Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Evaluationsforschung; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Lehrerrolle
Abstract	The synergies that result from synthesising conceptual models and findings from self-regulated learning and formative assessment research are launching a new era of scholarship. They drive new questions about how to help students to internalise complimentary self-regulatory and assessment knowledge, skills, and dispositions as well as how to prepare teachers and education systems to prioritise and support this work. The articles in this special issue illustrate the power and importance of studying how self-regulation and classroom assessment emerge from social, contextual, historical, and cultural factors. Four themes emerged from the articles in this special issue, including new conceptualisations of self-regulated learning and formative assessment, insights regarding teachers' dual role in enacting and promoting self-regulation, recognition of the critical role of students' ability to productively use assessment information, and the need to instantiate self-regulated learning and assessment literacy as formal and valued curricular outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01