A Framework for Classroom Assessment, Learning, and Self-Regulation

Autor/inn/en	Chen, Peggy P.; Bonner, Sarah M.
Titel	A Framework for Classroom Assessment, Learning, and Self-Regulation
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 4, S.373-393 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1619515
Schlagwörter	Student Evaluation; Self Management; Learning Strategies; Models; Learning Theories; Inferences; Feedback (Response); Evaluation Utilization + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Learning theory; Lerntheorie; Inference; Inferenz
Abstract	We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01