Building upon synergies among self-regulated learning and formative assessment research and practice |
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| Authors: | Jeffrey A Greene |
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| Institution: | 1. School of Education, University of North Carolina at Chapel Hill , Chapel Hill, NC, USA jagreene@email.unc.edu |
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| Abstract: | 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. |
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| Keywords: | Self-regulated learning formative assessment feedback teachers curriculum |
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