A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment

Autor/inn/en	Davis, Dennis S.; Neitzel, Carin
Titel	A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment
Quelle	In: Journal of Educational Research, 104 (2011) 3, S.202-215 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Student Evaluation; Audiences; Middle School Teachers; Learning Strategies; Elementary Schools; Elementary Secondary Education; Observation; Data Analysis; Interviews; Teacher Educators; Feedback (Response); Teacher Role; Educational Administration + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Spectator; Zuschauer; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Grundschule; Volksschule; Beobachtung; Auswertung; Interviewing; Interviewtechnik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10